<p>Generative AI has entered classrooms especially in the form of chatbots such as ChatGPT, possibly the best-known platform for AI-based text and content creation. Perceptions and emotions of these novel systems influence their usage and AI-related activities, and are therefore of great interest to ensure establishment of appropriate educational practices with distinct AI systems. However, understanding of teachers’ perceptions and emotions with respect to generative AI is rather limited. Prior research on AI has mainly focused on discrete or one-dimensional representations of emotions towards AI, typically focusing on their valence (positive-negative). In this study, teachers’ self-reported, authentic emotions towards generative AI in a school context are explored by a combination of discrete and two-dimensional representation, expanding the one-dimensional representations by considering a measure of the arousal (active–passive) dimension in addition to valence. The results of this study indicate variation in teachers’ emotions and perceptions, highlighting that teachers with more experience with generative AI reflect more positive and active perceptions towards AI than less experienced teachers. These findings contribute to the currently limited understanding of teacher emotions and perceptions towards generative AI in the educational context.</p>