Teachers' psychological well-being is closely linked to the effectiveness of teaching, making its promotion a critical priority for fostering high-quality education. However, teaching is widely recognized as a highly stressful profession, and work-related stressors can pose substantial risks to well-being. While previous research has suggested that savoring strategies may buffer the negative effects of work stress on psychological well-being, these variable-centered studies often assumed homogeneity in teachers' work stress levels, thereby limiting the ecological validity of their findings. To address this gap, the present study adopted a person-centered approach, using cluster analysis to identify distinct risk-protection profiles based on teacher work stress and savoring strategies. Participants were 328 secondary school teachers who completed the Teacher Work Stress Scale, the Psychological Well-Being Scale, and the Savoring Strategies Scale for Teachers developed for this study. Descriptive statistics, cluster analysis, chi-square tests, and analysis of covariance (ANCOVA) were conducted using SPSS, revealing four distinct clusters: Moderate Stress-High Savoring, Low Stress-High Savoring, Moderate Stress-Moderate Savoring, and Low Stress-Moderate Savoring. Gender and teaching position (teaching-only, teaching with homeroom duties, teaching with administrative duties) were not significantly associated with cluster membership. Teachers in the Moderate Stress-High Savoring and Low Stress-High Savoring clusters reported the highest levels of psychological well-being, whereas those in the Moderate Stress-Moderate Savoring cluster reported the lowest; the Low Stress-Moderate Savoring group demonstrated significantly higher well-being than the Moderate Stress-Moderate Savoring group, but lower than both high-savoring clusters. These findings provide strong evidence that promoting savoring strategies can protect teachers from the detrimental effects of work stress across different stress levels. The study offers actionable implications for school psychology research and practical applications aimed at enhancing teacher well-being.