This study aims to validate the Teacher Well-Being Scale developed by Collie (2014), which is to measure teacher well-being for Korean teachers. For this purpose, the reliability of the scale and its three sub-factors were confirmed using a sample of 338 middle and high school teachers, and both convergent validity with the TSWQ and discriminant validity with the MBI have been verified. The result of the study is as follows. The reliability of the teacher well-being scale was analyzed to be .925 (.830~.868). According to the factor analysis using the maximum likelihood method with orthogonal rotation, the scale was mapped into three factors with an eigenvalue of 1 as the standard. The factor loading for each factor was above .3, and it was confirmed that all 16 questions were loaded on the intended factors. Lastly, as a result of checking the convergent validity and discriminant validity with other scales, significant results were obtained. The K-TWBS validated in this study measures the well-being of teachers in Korea and identifies the relationship between the characteristics of the teaching profession and each of both the positive resources and well-being of teachers. Such identification is expected to possibly contribute to the prevention of psychological dysfunction in teachers as well as the improvement of teachers’ strengths and resources.