The classroom as a microsystem is characterised by many interpersonal relationships. These relationships are perceived differently by the teacher than they are by the students. In our research we examine the relationship between formal teacher characteristics, interpersonal teacher behaviour as perceived by the teacher, and teacher wellbeing. Teacher gender has an influence on how he or she perceives his or her submitting-opposing interpersonal behaviour in the classroom. Male teachers with children can be situated closer to the cooperating pole of the interpersonal teacher behaviour typology. Male teachers without job security, and teachers without job security who have children, perceive themselves more as leaders with helpful/friendly behaviour in comparison with colleagues who do have job security. Further, years of experience have an impact on teacher wellbeing. Also, the wellbeing of teachers with a high score on the dominance-cooperating quadrant of the scale increases, whereas the wellbeing of teachers with a high score on the submission-opposing quadrant decreases.