Empirical studies have demonstrated the importance of emotion regulation for teachers' professional development. We adopted a person-centered approach to explore primary school teachers' emotion regulation and its impact on occupational well-being, job burnout, and resilience. To understand the potential types of emotion regulation, we conducted a survey in different primary schools. Both antecedent- and response-focused emotion regulation are important strategies; previous studies revealed that the former is superior to the latter. However, there is a lack of person-centered research on the pros and cons of such emotion regulation. 366 primary school teachers (333 female teachers; M[subscript age] = 37.30, SD[subscript age] = 9.46) participated in this survey. The emotion regulation patterns were clarified based on latent profile analysis (LPA). The results revealed associations among these patterns and job burnout, occupational well-being and resilience. LPA revealed the following: (1) three typical emotion regulation types: the low antecedent- and low response-focused emotion regulation group (12%), the high antecedent- and low response-focused emotion regulation group (63%), and the low antecedent- and high response-focused emotion regulation group (25%). (2) The teachers in the high antecedent- and low response-focused emotion regulation group had the lowest level of job burnout and the highest level of occupational well-being. Those in the low antecedent- and low response-focused emotion regulation group had the strongest psychological resilience.