本研究旨在瞭解國小代理教師情緒勞務負荷現況和影響因素，俾利於學校察覺其情緒勞務，並適時助其適應學校文化、舒緩其情緒勞務。本研究採訪談法，研究參與者為四位女性代理教師，年資介於一至四年之間。研究結果發現，影響代理教師情緒勞務負荷的因素包括：一、代理教師的代理身分、邊緣角色或是指派分擔任務，端視行政支配者需求與組織特性而定；二、家長和學生易對代理教師教學或班級經營質疑，增加其情緒勞務；三、同事和家人的社會性支持，可有效減輕其情緒勞務；四、代理教師資淺經歷等個人差異，會影響國小代理教師情緒勞務的負荷。根據上述研究發現，本研究提出供國小行政人員、正式教師和代理教師參考的建議。

This article aimed to inquiry the factors and behaviors about emotional labor of substitute teachers in elementary school, and made school staff perceive their emotional labor and helped substitute teachers adapt school culture. Interview was used in the study, as well as four female research participants who's work years were from one to four years are involved. The results indicate that factors affecting emotional labor of substitute teachers in elementary school are as follows: 1) substitute identity and marginal role of substitute teachers, or appointing tasks will be depended on administrators’ demands and the culture of organizations; 2) doubts about teaching and classroom management of substitute teachers raised by parents and students will increase their emotional labor; 3) supports of colleagues and families' can mitigate their emotional labor; 4) individual differences such as less experiences in teaching will impact their emotional labor. Based on the above results, some suggestions are provided for elementary school administration units, formal teachers, and substitute teachers.