This study explores the impact of a teacher’s experience and workload on their emotional connection and engagement within an educational institution. Drawing on extensive empirical data, the research investigates how varying levels of experience and diverse workload demands influence teachers’ emotional investment and active participation in their work environment. This study adopts a quantitative research design to examine the relationship between emotional intelligence (EI), teacher burnout, and work engagement among school teachers in the Saugor district of Madhya Pradesh. A cross-sectional survey method is used to collect data from a sample of teachers. The results indicate a significant association between emotional attachment to the institution and the level of experience among respondents. Organizations need to strike a balance, ensuring that employees are challenged but not overwhelmed. This study also adds to the growing body of literature on teacher burnout and engagement, providing significant knowledge for administrators, and educators looking to improve teacher well-being and institutional success.