Abstract

A substantial body of research shows that teacher-student interactions have a signifcant impact on student outcomes. However, to our knowledge, less is known about the association between teachers’ and students’ well-being and the implications for teacher–child interactions, particularly in the preschool context. Research Findings. Using ordinary least squares regression, we investigated the association between afective balance and burnout among 28 preschool teachers and the emotional andbehavioral problems of 593 students between three and four years old. We found that teacher afective balance—not teacher burnout—was associated with fewer emotional and behavioral problems in children. Furthermore, the diferent domains of interaction quality afected children’s well-being in diferent ways. Practice or Policy. In initial teacher training and continuing professional development, teachers should be provided with support and strategies to help them manage their mental health and children well-being. Some interventions which have shown encouraging results are discussed.