教師是學校組織成員，不論在處理工作任務或與人互動時，都會產生各種情緒經驗，情緒於是成為教師學校組織生活的一部分。過往，在有關教育組織的研究中，甚少探討學校組織情緒這面向，但它卻值得關注。本文以台灣一所國民中學為個案，探討學校組織情緒，以及教師面對組織情緒會呈現甚麼情緒政治。為了深入了解教師在學校組織內的情緒，本研究採用深度訪談及觀察等質性研究方法蒐集資料。研究結果顯示，學校組織文化與學校組織情緒規則，往往規範學校成員的情緒，形成教師情緒勞務與情緒疏離；再者，教師反思其情緒能使他們覺醒其意識，並能把意識轉化為行動而替情緒發聲；最後，學校教師會為追求教師專業自主，能推翻舊有學校情緒政體，建構同僚專業互享機制，並累積正面的情緒知識。領導者若能適當重視教師組織情緒，可增強教師對組織的歸屬感。

Teachers are members of the school organization. No matter facing the challenge from task demands or interacting with people, they would have various emotional experiences. Emotions, therefore, become part of teachers’ school life. In spite of a great deal of studies focusing on teachers’ lives, few have paid attention to teacher emotions. This study aims to explore organizational emotions and teachers’ emotional politics in a junior high school in Taiwan, and adopts qualitative research methods (i.e., in-depth interviews and observation) to collect data for gaining deeper understanding of teacher emotions in the case school. Research findings include: (a) emotional rules embedded in both organizational culture and organization’s emotional regime regulate teacher emotions, bringing about emotional labor and emotional alienation of teachers; (b) teachers’ emotional reflection has a positive function of provoking teachers’ agency and voices; (c) for the pursuit of professional autonomy, the teacher association in the case school overturns organization’s emotional regime, constructs collegiality, and accumulates positive emotional knowledge. Finally, if school leaders value teacher emotions, teachers may in turn enhance their sense of belonging.