Qualitative research method was adopted and semi-structured in-depth interviews were used to interview sixteen primary school teachers in this study. The research result was as follows. 1. Teacher’s alienation phenomena beneath the power relationship: Positions that teachers could choose were limited because senior teachers often chosen to be primary homeroom teachers of medium grade. Besides, section chiefs who stayed in fixed positions. Busy and tedious educational administrative works made section chiefs dodge the works and teachers accomplished those works perfunctorily. Many phenomena reported as follows indicate that teachers didn’t participate in school business freely. For example, population and time were limited in the school council. Teachers had to speak cautiously in the school council to avoid losing their work . Teachers’ opinions were ignored in the school council. Teachers’ associations were operated with limitations or were not established at all. The standpoint of the president of teachers’ council was affected by his or her position. Rights and interests of administrative staffs were not respected in the Teachers’ associations. In the curriculum development committee, conflicts occurred between teachers because of class reduction problems. 2. Teacher’s alienation phenomena within personal interaction: Teachers couldn’t do anything to help senior students who learned passively or who didn’t obey disciplines. Parents couldn’t cooperate with teachers, and teachers couldn’t practice their professional teaching skills to help their students. Teachers couldn’t help each other to pursue better teaching quality. Teachers lacked for administrative staffs’ back-up; moreover, they conflicted with each other. Novice teachers not only had limited positions to choose but also took on more works; besides, they dared not speak out in any kind of councils.