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Teachers are exposed to having to deal with a dual dimension of their professional identity, independently of any pathology considerations. This double component is dictated by structural aspects of the teaching situation, i.e. a situation that calls into question the teachers’ position with regard to knowledge under the pressure of his/her pupils’ (students’) intersubjective dynamic. On the one hand, there is the benevolent, generous, altruist component, often in a reparation mode, that can take on a masochistic form ; on the other hand, there is an agressive, violent and even sadistic component that can lead to acting out, thereby disturbing the educational link. In order for teachers to connect these antagonistic aspects, it seems essential that these aspects be worked through analytically in Balint type of groups. Otherwise, there is the risk that situations of « ordinary sadism » against pupils alternating with masochistic swings detrimental to the teacher, will take root in the classroom.