In Ihis chapter wc focus 011 teacher emotions resulting from appraisals or success or failure (i.c., teachers' achievement emotions) with respect to achieving instructional goals. Wc present our theoretical assumptions and empirical lindings regarding the antecedents and effects or achievement emotions more generally, and specify those for the context of leaching. Assuming that teachers' emotions impact their instructional hehaviour and arc affected by their appraisals regarding succeeding or f~liling during instruction, wc propose a model depicting the interplay between Icach~ Cl'S' emotions, their instructional bchavior, and student outcomes. Wc prescnt rcsults from two quantitative studies tcsting assumptions brought forward by the model.

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