Teacher adjustment is crucial for fostering a positive and productive learning environment. When teachers are well-adjusted, they are better able to manage the challenges of their profession, such as workload, student diversity, and evolving educational practices. This adjustment impacts not only their mental well-being but also their teaching effectiveness, communication with students, and classroom management. Hence the present study was planned to assess the impact of e-teaching on anxiety in high school teachers. 100 teachers working in high schools of Raipur district of Chhattisgarh were selected. The sample consist of 50 high school teachers from govt. schools and 50 from non govt. schools. Sample was selected through stratified random sampling. A pre-validated questionnaire was utilized to evaluate the e-teaching proficiency of high school teachers. To assess the adjustment of high school teachers, a Teacher adjustment inventory designed by Mangal (1982) was used. A positive and significant correlation was found between high school teachers' e-teaching proficiency and their adjustment, with a correlation coefficient of r = 0.390, which was statistically significant at the 0.01 level. The coefficient of determination (R² = 0.152) suggests that about 15.2% of the variation in adjustment can be attributed to e-teaching proficiency among high school teachers. Similar results were observed in a group of govt. and non govt. high school teachers. It was concluded that e-teaching proficiency in high school teachers positively impacts their adjustment and thereby as teachers become more skilled in using digital tools for teaching, they tend to adapt more effectively to changing educational environments and demands..