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Teachers’ mental health problems have remained persistently elevated since the pandemic, yet system-level responses remain structurally inadequate. This systematic review synthesizes 66 peer-reviewed studies and policy reports (2020–2026). Meta-analyses of 54 studies (256,896 teachers, 22 countries) found stress prevalence at 62.6%, anxiety at 36.3%, and depression at 59.9%. Longitudinal evidence shows no recovery across 2021–2026; teachers fare worse than comparable professionals on all well-being indicators. Interventions show moderate effects (g = 0.42; trim-and-fill-adjusted g = 0.34), but the latter is an exploratory sensitivity analysis suggesting small-study effects, not a precise publication-bias estimate. Out of 24 intervention studies, 91.7% target individual-level coping; no peer-reviewed quantitative study evaluates macro-structural reforms. We propose the Evidence Hierarchy Mismatch Theory (EHMT) as one plausible explanation, alongside competing explanations. We introduce a three-tier framework (macro–meso–micro) extending the job demands–resources model with structural–social justice considerations. Moral injury is proposed as a speculative candidate mechanism linking structural constraints to burnout and attrition, not as a replacement for established constructs. The military–education analogy is heuristic, not ontological. Normatively, we call for a paradigm shift from individual remediation to systemic reform, methodological pluralism, mandatory null-results publication, and sustainability as an evaluation criterion. Empirical findings, theoretical interpretation, and normative proposals are labeled separately.