Teachers of exceptional schools, due to the complex and stressful nature of their profession, are more exposed to decreased psychological well‑being and increased emotional exhaustion. The present study aimed to predict psychological well‑being and emotional exhaustion based on self‑perception and its dimensions among teachers of exceptional schools in Qom province. This applied study utilized a descriptive‑correlational design with structural equation modeling. The statistical population included all teachers of exceptional schools in Qom province during the academic year 2025‑2026 (N = 420), of whom 201 were selected using Cochran's formula and stratified random sampling proportionate to the strata size. Data were collected using the Shostrom Self‑Perception Inventory (1962), the short form of the Ryff Psychological Well‑Being Scale (1989), and the Maslach and Jackson Emotional Exhaustion Inventory (1981). The data were analyzed using structural equation modeling. The findings indicated that self‑perception had a significant positive relationship with psychological well‑being and a significant negative relationship with emotional exhaustion. Moreover, self‑acceptance and self‑regard showed positive relationships with psychological well‑being and negative relationships with emotional exhaustion. Both the integrated model of self‑perception and the differentiated model of its dimensions explained a significant portion of the variance in well‑being and emotional exhaustion. Based on the findings, self‑perception and its dimensions play a determining role in the psychological well‑being and emotional exhaustion of teachers in exceptional schools. These results are applicable for educational policymakers and administrators in designing preventive and promotive interventions for teachers' mental health.