Over the past few decades, there has been a growing concern regarding work-related stress among teachers globally, with particular emphasis on those in China, where the teaching workforce exceeds 1.8 million. This stress adversely affects the mental health and well-being of educators, which in turn impacts educational quality. The socio-cultural landscape of China, marked by collectivist values and Confucian principles, imposes unique pressures on teachers that differ from those experienced in other cultures. Therefore, by synthesising findings from the literature, this review aims to investigates the relationship between Chinese collectivistic cultural values, stressors associated with culture, and coping strategies employed by teachers within the framework of China’s distinctive socio-cultural environment, which is characterised by collectivist values and influenced by Confucian principles. By examining these dynamics within China’s unique socio-cultural context, policymakers and education stakeholders can develop effective interventions aimed at promoting teacher well-being and ultimately enhancing the quality of education in China.