The present study aimed to investigate the level and correlation of school happiness and teacher autonomy among a sample of Jordanian teachers. The study sample consisted of 1,030 teachers within the Jerash and Mafraq Directorate of Education, with data collected using the School Happiness Scale(SHS) and Teacher Autonomous Behavior Scale(TABS). Results study showed a positive and statistically significant correlation between school happiness and teacher autonomy. Results also showed there were statistically significant differences in the level of school happiness by gender, in favor of female teachers; statistically significant differences in the level of school happiness by school level, in favor of secondary school teachers; and statistically significant differences in the level of school happiness by teacher tenure, in favor of teachers with one to five years of experience. Finally, results also showed statistically significant differences in the level of teacher autonomy attributed to gender, in favor of female teachers; no statistically significant differences in the level of teacher autonomy by school level; and statistically significant differences in the level of teacher autonomy by teacher tenure, in favor of teachers with one to five and six to ten years of experience.