This study aimed to explore the longitudinal trajectories of teacher burnout and vigour across the school year and whether teacher emotional intelligence (EI) at the beginning of the school year would predict membership in the trajectories. A sample of 311 school teachers (M[subscript age] = 42.40 years ± 9.64 years, aged: 24-61) reported their burnout and vigour at three measurement times during the year and their EI levels at the first measurement time. Analyses revealed two to four trajectories, highlighting the heterogeneity in teacher longitudinal burnout and vigour across the school year. Moreover, a predictive role of EI was found and confirms the major role of emotional resources in teacher wellbeing. These findings provide theoretical direction for further studies in the teacher wellbeing domain (e.g., use of person-centred and longitudinal designs) and suggestions for practical perspectives (e.g., monitoring, development of intrapersonal and interpersonal EI in teacher training).