教學工作涉及大量的情緒勞動，但在教育研究中卻鮮少探討教師情緒勞動的議題。本研究旨在探索國小教師情緒勞動的心理歷程，以瞭解情緒勞動在教師工作中的意涵。具體而言，本研究的主要目的有二：（一）瞭解國小教師正向情緒深淺展現的原因；（二）分析國小教師負向情緒調整的歷程。為達成研究目的，本研究採取質化研究方法，使用紮根理論作為資料分析的策略。研究對象為台北縣市18位國小教師，實施深度訪談，以蒐集研究資料。研究發現：（一）在正向情緒表達方面，國小教師表層展現的原因是「禮貌客套，印象整飾」、「狀況不佳，強顏歡笑」等，而深層展現的原因則為「教學需要，努力營造」、「專業認同，由衷而發」、「個性使然，自然流露」等。（二）在負向情緒調整方面，國小教師有時採抑制、有時是爆發，許多是介於兩者之間，以各種間接或委婉的情緒表達方式呈現。負向情緒抑制的原因，可能涉及「避免懊悔」、「考量後果」、「遵守倫理」、「同理體諒」、「個性修養」與「專業成熟」等；而負向情緒的爆發主要為「超過忍限」與「策略運用」。其中，將負向情緒展現做為溝通策略者，其意圖有「色厲辭嚴，明示錯誤」、「表達立場，防止再犯」、「預警作用，避免內傷」。顯然，國小教師情緒勞動的心理歷程相當複雜，無論是正向情緒的展現或負向情緒的調整，都涉及多種方式及多重原因，映照了教師教學工作的心勞。最後，本研究也說明教師情緒勞動對教學實務工作的意涵，並針對研究限制提出後續研究的相關建議。

Teaching involves immense amounts of emotional labor. However, there is a lack of research on teachers' emotional labor. The primary purpose of this study was to explore the psychological processes in emotional labor of elementary school teachers, including their interactions with students, parents, administrators, and colleagues. Specific goals of the study included：(1) to analyze the causes of positive emotional expression through surface acting and deep acting, and (2) to understand the psychological processes of how teachers regulate their negative emotion. A qualitative approach using grounded theory strategy was used to explore the research question, through in-depth interviews with 18 elementary school teachers. Results showed that teachers expressed positive emotions by surface acting, mainly because of the courtesy exchange and personal status, whereas positive emotions display by deep acting, were mainly due to teaching needs, professional identity, and personal trait. The suppression of negative emotion was for many reasons, including avoiding regret, considering consequences, ethical compliance, empathy, personality cultivation, and professional maturity. The outbreaks of negative emotions were due to exceeding tolerance limit and using strategies. Teachers expressed negative emotions in classroom management for the purposes of warning, and avoiding hurt. Implications for future research are discussed.