Background: We investigated how matching and non‐matching demands and resources are related to emotional exhaustion (EE) in teachers. Theoretically, we draw on the Demand‐Induced Strain Compensation (DISC) model that proposes that demands, resources, and strains are multidimensional and comprise emotional, cognitive, and physical components. We first tested whether resources compensate aversive effects of demands. Second, as proposed by the triple‐match principle, we tested whether interaction effects between job demands and resources are most likely if demands, resources, and outcomes relate to the same dimension. Methods: We retrieved data from 177 school teachers; a subsample was re‐examined after a time lag of about 21 month (N = 56). Results: Linear regression analyses reveal concurrent and longitudinal main and interaction effects of teacher‐specific emotional and cognitive job demands and resources on EE. Conclusion: Results support the compensation principle and triple‐match principle. Therefore, the DISC model seems to provide a valuable framework for the study of interaction effects in job stress research and, in particular, for interventions to reduce job strain in teachers.