The purpose of this study was to explore how teachers are affected by depression in schools. Depression is a common illness worldwide, with an estimated 3.8% of the population affected, including 5.0% among adults and 5.7% among adults older than 60 years Depression affects about 280 million people globally. Depression may develop into a major medical condition when it is recurrent and of moderate to severe degree. The affected person may experience severe suffering and perform poorly at work and at home. At its worst, depression can lead to suicide. Approximately 700,000 people commit suicide each year. Suicide is the fourth most common cause of death for people between the ages of 15 and 29. A teacher needs to be thorough in her subject for which she has to do a lot of self-learning which can be taxing at times. Teachers have to engage in learning of their students, of their co-workers and at the same time require enough time for self-learning, which essentially implies that they have to enact many roles, i.e., scholars, mentors, leaders, researchers, and developers (Lieberman & Miller, 2005). With the alteration in the teaching-learning sphere, teachers are burdened with additional workload like preparing teaching aids and materials, organizing co-curricular activities, communicating with guardians, doing other administrative activities eventually results in working overtime and compounds the problem of stress.