本研究旨在編製與發展「國民小學教育人員情緒勞務量表」，其採取「先質後量」的研究方法，第一階段經由文獻分析、發展訪談大綱與半結構式訪談之紮根理論研究，挖掘情緒勞務要素。第二階段量表經由專家意見審查之邏輯分析與Aiken（1980, 1985）的實證分析後，進行探索性因素分析與驗證性因素分析。
　　情緒勞務量表包括了「學生焦點情緒勞務量表」與「工作焦點情緒勞務量表」兩部分。學生焦點情緒勞務由「表層演出」、「深層演出」以及「真情流露」三個潛在變項所組成，而工作焦點情緒勞務由「情緒勞務規範」與「情緒勞務多樣性」兩個潛在變項組成，其因素萃取、模式適配度、區別效度與聚合效度均良好。在信度方面， 係數及組合信度亦屬良好，所建構的「國民小學教育人員情緒勞務量表」符合信效度之檢定。

　The purpose of this study is to construct and develop emotional labor scales for Elementary School Teachers by applying both qualitative and quantitative approaches. We have mainly applied the grounded theory method in the first stage of the study. This study is formed by involved literature reviews followed by development of the interview guide and semi-structured in-depth interviews. In the second stage of the study, the high reliability and validity of the questionnaires for the emotional labor scales of elementary school educators are achieved by first executing Aiken’s two quantitative methods: content validity coefficient and homogeneity reliability coefficient, and then conducting alternative tests of exploring factor analysis and confirmation factor analysis.
　　Emotional labor scales for Elementary School Educators can be divided into two parts which are respectively “student-focused emotional labor” and “job-focused emotional labor.” From the results of confirmatory factor analysis, “student-focused emotional labor” is potentially composed of three factors which are respectively surface acting, deep acting, and genuine expression. For “job-focused emotional labor”, it is composed of regulations of emotional displays and variety of emotional displays. The performance of variance factor extraction, model fitting validity, convergence validity, and discriminance validity are all accurate. In the reliability analysis, coefficient and composite reliability all behave accordingly. Based on these mentioned analyses, the constructed emotional labor scales for elementary school teachers fit with the modeling conducted in this study.