This review study aims at providing a fine-grained picture of the research from 1985 to 2019 on teacher emotions. A narrative approach was adopted to undertake the review of 812 articles. The method was constructed under the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analysis. Based on evidence drawn from existing models and the literature, this review constructed a refined Teacher Emotion Model. This Teacher Emotion Model represents a dynamic, interrelated relation among different elements with one-way, reciprocal and correlative relations between antecedents, teacher emotions and consequences. Implications with regard to theory and foci for future research are then discussed.