The teaching profession in higher education has undergone significant transformation due to increasing academic, administrative, and institutional demands. Engineering college teachers, in particular, face intense work-related stress arising from workload pressures, research and publication requirements, accreditation standards, and role ambiguity. This study examines the nature of work-related stress and its impact on teaching performance among engineering college teachers in Tamil Nadu. Using a structured questionnaire, primary data were collected from 412 faculty members across selected engineering colleges. The study adopts a descriptive and causal research design and employs Structural Equation Modelling (SEM) to analyse the relationships between work-related stress dimensions and teaching performance. The findings reveal that work-related stress has a significant negative impact on teaching performance, with workload and role conflict emerging as dominant stressors. Institutional support and work-life balance were found to play a moderating role in reducing stress effects. The study provides valuable insights for academic administrators and policymakers to develop stress management strategies and improve faculty performance and well-being.