本研究旨在從情緒地理觀點來探討教師和家長互動時，雙方透過情緒的傳達，知覺到彼此之間的社會距離，使得親師互動可能呈現親密的或疏離的情緒距離。本研究以質化研究取徑，選擇中部一所小學做為個案，以情緒地理觀點為理論基礎，從教師角度剖析親師互動的各種面向。研究發現主要有六點：(1)家長社會文化背景殊異性，形成親師間社會文化距離並無定論；(2)教師認為家長不可逾越教師專業權威，以維持專業距離；(3)教師察覺親師間教育理念不一致，容易擴大彼此道德距離；(4)家長投訴媒體或上級事件，不利拉近親師政治距離；(5)家長參與度提高卻容易使教師表現情緒偽裝，拉大政治距離；(6)物理距離雖易察覺，其他四種情緒距離乃親師互動品質的關鍵。最後，文末提出數項建議，以做為親師互動之參考。

Based on the theoretical framework of emotional geographies, the study intends to portray the emotional distance among people, which may be intimate and estranged between teachers and parents particularly. Adopting the qualitative approach and selecting an elementary school in middle Taiwan, the study tried to explore multiple emotional dimensions of teacher-parent interactions from the perspective of emotional geographies. Research findings revealed six points: (1) the diversities of parents' socio-cultural backgrounds affected the emotional distance between teachers and parents; (2) teachers' belief on ‘teachers as experts' can not be challenged by parents, which retains teacher-parent professional distance; (3) parents' educational beliefs different from teachers' could cause teachers' negative emotions towards parents; (4) parents accusing of teachers' inappropriate teaching methods might provoke teachers' negative emotions; (5) teachers' emotional masking might enlarge teacher-parent political distance; (6) physical distance, to some degree, are apparently observable while other four dimensions of emotional geographies mainly have significant influence on teacher-parent emotional distance. Finally, this article proposed some suggestions for teachers and parents.