Purpose: This paper describes the effectiveness of the sustainability-based action teacher model in distance learning, focusing on health and teacher performance. Design/methodology/approach: In this quasi-experimental research, 34 primary school teachers (B accredited) from three areas participated in a one-group pretest-posttest design. Health parameters (blood pressure, blood sugar and uric acid) and performance indicators (knowledge, performance observation, satisfaction and self-expectation) were compared before and after the intervention using a T-test. Consistency across regions was analyzed using one-way ANOVA. Ethical approval was obtained from the Committee of the Faculty of Medicine, Udayana University, in line with the Helsinki Declaration. Findings: Health checks (blood pressure) and clinical laboratory results (blood sugar and uric acid) showed a decrease, with varying supportive factors. Cognitive function results remained in the normal category. Furthermore, nutritional status, seen from the body mass index, waist-to-hip ratio and waist-to-height ratio, showed that the proportion of decrease was greater than the increase. Teacher performance, assessed through knowledge tests, performance observations and self-satisfaction and expectations, showed significant improvement. Research limitations/implications: The program was conducted through group remote learning. The maintenance phase in the transtheoretical model was only partially achieved, and the termination phase was not yet reached. Social implications: The model fosters teachers' awareness and motivation, facilitating behavioral changes in health and performance, thus addressing the challenges of achieving sustainable development in education. Originality/value: Health promotion intervention model that integrates health literacy with teacher competencies. This research contributes to improving physical health, cognitive function, nutritional status and teacher performance.