教學工作離不開情緒，教師情緒的波動時刻進行著，而親師間的互動亦是充滿情緒的。有關情緒的研究， 哲學與心理學有許多的探討，但社會學對此領域的投入卻是近幾年的事。本研究利用國外學者Hargreaves 以情緒社會學觀點所提出的「情緒地理」架構，分析教師在親師互動時的情緒脈絡，包含了社會文化、道德、專業、政治、物理和個人等層面。研究者以質性研究方式，深度訪談了六位市區型國小教師。研究發現，透過情緒地理的概念，能清楚剖析親師互動之教師情緒因素， 並獲致以下結果：(1) 親師互動時，教師情緒易受到家長的族群、階級、家庭型態等因素之影響；(2) 親師教育信念的差異造成教師情緒波動；(3) 當專業自主被侵擾時，教師大部分經驗到強烈的負面情緒，故傾向於與家長保持距離，以維護其古典專業自主權；(4）教師權力和地位的得失為其正負面情緒來源；(5）親師片斷而不連續的互動易產生情緒誤解；(6) 教師情緒亦受互動時個人因素的影響。

The profession of teaching is closely knitted with the fluctuations of teachers’ emotions and teacher’s frequent emotions changes. The interaction between teachers and parents always teem with emotions. Although there have been myriads of studies on the philosophical as well as the psychological issues, it was not until recently that the sociologists had begun with devoting themselves to the inquiries of teachers’ emotions in sociological field. The study utilizes the concept of Hargreaves’s emotional geographies as the framework to analyze the teachers’ emotionalreaction to parent-teacher interactions. It includes sociocultural geographies, moral geographies, professional geographies, political geographies, physical geographies and personal geographies. The researcher employs the qualitative approach and conducts oral interviews with six elementary school teachers. Consequently, the study demonstrates that teachers’ emotional factors can be fully analyzed through the concept of emotional geographies ,which can be integrated into sixth main points: Firstly, teachers’ emotional response toward parent-teacher interactions is affected by parents’ ethnic groups, class and the type of family. Secondly, the disparate education beliefs between teachers and parents greatly affect teachers’ emotion. Thirdly, teachers usually experience negative emotions when their profession is questioned and they tend to detach themselves form parents for the protection of their professional autonomy. Fourthly, teachers experience positive emotions when they gain more power and achieve higher position, and they also experience negative emotion when lost power vice versa. Fifthly, the fragmental and incontinuous nature of the parent-teacher interactions can easily yield the result of irrational misunderstandings. Sixthly, teachers’emotions are subject to the influences of individual factors occurred during parent-teacher interactions.