This study investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment, using a sample of 680 teachers from 15 primary educational institutions in Shanghai, China. The research examines the relationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion, employing validated scales and Structural Equation Modeling (SEM) for analysis. Key findings include significant correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation, all of which are negatively related to emotional exhaustion. Mediation analysis reveals that teaching motivation plays a significant mediating role in these relationships. The study emphasizes the importance of fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators to alleviate emotional exhaustion and enhance teacher well-being. The findings highlight the need for educational institutions to prioritize interventions that promote these factors to create a more conducive learning environment for students.This study investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment, using a sample of 680 teachers from 15 primary educational institutions in Shanghai, China. The research examines the relationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion, employing validated scales and Structural Equation Modeling (SEM) for analysis. Key findings include significant correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation, all of which are negatively related to emotional exhaustion. Mediation analysis reveals that teaching motivation plays a significant mediating role in these relationships. The study emphasizes the importance of fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators to alleviate emotional exhaustion and enhance teacher well-being. The findings highlight the need for educational institutions to prioritize interventions that promote these factors to create a more conducive learning environment for students.