本研究主要以國小教師觀點為主，探索親師互動時教師應具備的微觀政治素養內涵及其實踐。研究者採質性研究方式，深度訪談三位國小資深級任教師。研究結果獲致以下結論：親師互動之教師微觀政治素養內涵，認知面包含理解學校的政治隱喻、了解親師權力的來源、解讀利益與意識型態等；技能面包含培養良好的溝通技巧、靈活地運用各種策略等；情意面包含認同教師專業並尊重家長參與、培養批判反省的態度、建立教師的情緒理解等。此外，在教師的微觀政治素養實踐上，在認知面，教師能解讀親師互動之利益、意識型態等政治意涵，但未掌握彼此權力之範疇；在技能面，教師具有效親師溝通能力，並能發展且交互運用各種政治策略以應對家長；教師在親師互動之微觀政治素養情意面上的實踐則有差異，且有些層面教師之實踐略顯不足。

This research was an exploratory study of teachers’ understanding of micro-political literacy of parent-teacher interaction and their practice. The researcher adopted the qualitative approach, interviewing with three senior homeroom teachers in elementary school. The main conclusions of this study were as follows: Firstly, the micro-political literacy of parent-teacher interaction has three dimensions. On cognitive dimension it included understanding the political metaphor of school organization, realizing the parents’ and teachers’ rights of law and reading the interests and ideologies between them. On skill dimension it included skillful communication and various kinds of political means. On affective dimension it included recognizing teacher profession and to respect parents’ participation, fostering the attitude of critical reflection and to establish teachers’ emotional understating. Next, on practice teachers could read the political implication of interests and ideologies of parent-teacher interaction, but they did not realize parents’ and teachers’ rights of law. Teachers communicated effectively with parents and they could use various kinds of political means to cope with parents. Besides, there were differences between teachers’ practice on affective dimension, and teachers seemed not to practice some of the micro-political affective literacies fully.