Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11.5) and 13.4 years of teaching experience (SD = 9.7) participated during one real-life lesson. We coded teacher behavior from an interpersonal perspective on the dimensions of agency (i.e., social influence) and communion (i.e., friendliness). Teachers’ physiology (in terms of heart rate) was measured as a proxy for their affective arousal. Teachers differed widely in their behaviors and in how behavior and physiology were associated from moment to moment. Being generally agentic was associated with higher levels of self-reported positive emotions after the lesson, also when being agentic went together with a high heart rate. In contrast, the stronger and the more positively a teacher’s physiological arousal was associated with displaying communal behavior, the more likely a teacher was to report negative emotions. We conclude that combining moment-to-moment data of teachers’ interpersonal behavior and physiological arousal has the potential to explain differences in teachers’ emotional outcomes. Such an approach might ultimately provide teachers and teacher educators with the fine-grained and personalized information needed to foster teacher well-being.

教学的人际关系在总体上已反复与教师的情感和福祉联系在一起。但是，尚不清楚教师在教学过程中时刻的人际交往行为与他们的生理唤醒如何相关，以及这如何有助于他们以本课为中心的情绪结果。八十名中等教育教师，平均年龄为43.7岁（SD  = 11.5）和13.4年的教学经验（SD = 9.7）参加了一个实际课程。我们从人际关系的角度对代理行为（即社会影响力）和共融（即友善）的维度进行了编码。测量教师的生理状况（以心率计）可以代替他们进行情感唤醒。教师的行为以及行为和生理学之间的时时刻刻存在很大差异。上课后，通常表现为与他人交往会带来较高水平的自我报告的积极情绪，当与他人交往时，与他人交往时也会表现出较高的心跳率。相比之下，教师的生理唤醒与表现出公共行为的关联越强烈且越积极，则教师报告负面情绪的可能性就越大。我们得出的结论是，结合教师人际行为和生理唤醒的时刻数据，有可能解释教师情绪结果的差异。这种方法最终可能为教师和教师教育者提供促进教师福祉所需的细粒度和个性化信息。