Burnout and job satisfaction represent two important aspects of teachers’ occupational well-being (Diener et al., 1999), which is of particular interest with regard to generally low well-being reported by teachers (Iriarte Redín & Erro-Garcés, 2020; Johnson et al., 2005), increasing teacher shortage worldwide (OECD, 2005; UNESCO Institute for Statistics, 2016), high attrition rates among both student teachers and those entering the profession (den Brok et al., 2017; Ingersoll, 2001; Lindqvist et al., 2014), and frequent incapacity to work due to mental and physical illness in the teaching profession (Seibt et al., 2009; Simone et al., 2016; Zurlo et al., 2016). However, teachers’ occupational well-being is not only associated with teacher attrition and teachers’ general mental and physical health (Bauer et al., 2006; Howard et al., 2018; Madigan & Kim, 2021; Scheuch et al., 2015). Both, theoretical models and cross-sectional findings suggest that teachers’ occupational well-being is also related to teacher-student interactions and students’ social-emotional, motivational and academic development (Arens & Morin, 2016; Fredrickson, 2001; Gastaldi et al., 2014; Hobfoll, 1989; Jennings & Greenberg, 2009; Klusmann et al., 2022; Lazarus, 2006; Roth et al., 2007). For instance, according to the broaden-and-build theory (Fredrickson, 2001), a high level of occupational well-being (e.g., job satisfaction) likely fosters individual resources (e.g., time, energy, empathy, care) which might enable teacher to create positive, effective and cognitively activating learning environments, promoting student motivation and enable successful student learning. In turn, teachers experience high levels of emotional exhaustion likely have less emotional, social and cognitive resources available for accomplishing the various tasks of the teaching profession (Bakker & Costa, 2014; Hobfoll, 1989; Maslach & Leiter, 1999). Likewise, both positive and negative well-being of teachers might directly affect students through emotional contagion (Frenzel et al., 2021; Oberle & Schonert-Reichl, 2016; Tikkanen et al., 2021). Although it seems plausible that teachers’ occupational well-being influences the way teachers interact with their students and also affects their students in the long term, the reverse path seems also feasible (Jennings & Greenberg, 2009). The few studies that investigated the relationship longitudinally, revealed that students from exhausted teachers experienced less autonomy support and autonomous motivation (Shen et al., 2015). Positive effects emerged for teachers’ self-efficacy and teaching enthusiasm, two characteristics that are often investigated as indicators of occupational well-being in the teaching profession, with student-reported instructional quality (Holzberger et al., 2013; Praetorius et al., 2017). However, to the best of our knowledge no study tested the mediating role of teacher-student interactions for the relationship between teachers’ occupational well-being and students’ educational outcomes longitudinally. With the present study we aim to address this research gap and additionally investigate the interplay of two central aspects of teachers’ occupational well-being, i.e., emotional exhaustion and job satisfaction. This enables us to examine the individual and interaction effects of emotional exhaustion and job satisfaction on important profession-related outcomes. With this regard we consider the three key dimensions of teacher-student interactions (i.e., emotional support, classroom management, and instructional support) and two important learning objectives: students' motivation and achievement.