This study investigates the relationship between work-life quality, job burnout, and happiness among physical education teachers in Isfahan Province. This descriptive-correlational study was conducted using a survey method. The sample consisted of 325 physical education teachers from Isfahan Province, selected through stratified random sampling. Data were collected using three standardized questionnaires on work-life quality, job burnout, and happiness, and analyzed with independent t-tests, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and multiple regression. Results revealed a significant relationship between social integration in work-life quality and job burnout. All dimensions of work-life quality positively correlated with happiness, while job burnout components (emotional exhaustion, depersonalization, reduced accomplishment) showed significant associations with happiness. Work-life quality and happiness were moderate, whereas job burnout was high. The Department of Education should prioritize teachers’ active participation in decision-making, provide sufficient resources, and balance workloads to reduce burnout and enhance well-being. This approach can improve organizational effectiveness, elevate teachers’ dignity, foster collaboration, and enhance mental health, ultimately benefiting the educational system and society.