This study aims to investigate how turnaround leadership influences teacher well-being in a low-performing secondary turnaround school in Myanmar. Utilising Self-Determination Theory (SDT) as a theoretical framework, the study analysed interview data from one principal, one local education commission official, and eight subject teachers from a Myanmar secondary turnaround school. In addition to three identified factors influencing teacher well-being (insufficient teaching staff, safety issues, and inadequate basic education facilities), this study identified the principal’s strategies to enhance teacher well-being as including upgrading facilities, increasing the number of teachers, engaging teachers in the management process, and focusing on teacher professional development. The study also contributes to the theoretical and practical understanding of turnaround leadership within Myanmar’s education system, providing empirical data to support further research in similar contexts.