High-quality mathematics instruction is a primary element for quality education and the sustainable development of society. Some studies have highlighted the critical role of teacher job satisfaction and stress on their instruction. However, limited research has focused on the combinational influence of job satisfaction and stress on mathematics teachers’ dialogic instruction. This study aims to examine their combinational influence on mathematic teachers’ dialogic instruction using latent profile analysis and draws three conclusions. First, this study found three profiles: high job satisfaction and very low stress, very low job satisfaction and high stress, and moderately high job satisfaction and slightly high stress. Second, latent profile membership was differentially related to self-efficacy and leadership support. Third, mathematics teachers with very low job satisfaction and high stress were less likely to implement dialogic instruction compared to teachers in other profiles. This study also provides implications based on these results.