本研究採問卷調查法之立意取樣方式，以99學年度新竹縣市國小級任教師為研究對象，得有效樣本394份。本研究發現，八成的教師未修讀過多元文化課程。教師的多元文化素養傾向良好；與新移民女性家長之親師互動趨於中上程度。有修讀多元文化課程的教師其多元文化素養較佳。年齡在46歲以上、教過新移民女性之子女數在21位以上，以及有修讀多元文化課程的教師，親師互動較佳。教師的「教育程度」、「教過新移民子女數：21位以上」及「多元文化素養」對親師互動達26.8%之解釋力。建議教師增進個人之多元文化素養，主動積極與新移民女性家長互動。建議學校及教育行政單位宜多舉辦多元文化教育相關研習或講座，並鼓勵教師分享與新移民家長親師互動之經驗。

Based on survey method, the target population of this study waselementary teachers in Hsinchu city and county, and 394 effective sampleswere obtained by purposive sampling. The results show that 80%teachers have not taken multicultural education. Elementary teacherstend to have good multicultural literacy, and good interaction with femalenew immigrant parents. Teachers attending multicultural courseshave better multicultural literacy. Age, numbers of female new immigrantchildren ever taught, and attending multicultural courses show asignificant difference on parent-teacher interaction. It shows that teacherswho are over 46 years old, teaching more than 21 children of femalenew immigrant parents, and attending multicultural courses have a betterparent-teacher interaction. There is a significantly positive correlationbetween elementary teachers’ multicultural literacy and parent-teacherinteraction. Level of education, teaching more than 21 children of femalenew immigrant parents, and multicultural literacy are the predictors onparent-teacher interaction and have 26.8% of variance. Finally, teachersare recommended to enhance their multicultural literacy, and interactwith female new immigrant parents positively and proactively. Schoolsand educational administrative units should deliver more multiculturalcourses or workshop, in order to enhance teachers’ multicultural literacy.Moreover, teachers can share their experiences of how to interact withfemale new immigrant parents.