This study aims to investigate the relationships between individual demographics, emotional labor, and burnout among elementary school teachers. Furthermore, this study will look into the differences of emotional labor and burnout among different groups. Finally, by looking into these teachers’ workloads and feelings, our findings may provide practical recommendations for school administrators and educational authorities on how to assist teachers to foster emotional stability. This study collected questionnaire data from elementary school teachers working in New Taipei City, a total number of 260 questionnaires was distributed and 243 questionnaires were returned; among the returned questionnaires, 241 were valid and 2 were incomplete, making up a valid response rate of 92.7%. We adopted convenient sampling method, and analyzed the data with correlational analysis. According to our findings, these elementary school teachers’ levels of emotional labor range from moderate to high, but their levels of burnout are generally low. Moreover, the relationships between hiding emotions, faking emotions, surface acting, deep acting, and negative parent behavior are moderately and positively correlated; hiding emotions and demands from schools are positively and significantly related, and the results showed significant difference among different groups. Surface acting, hiding emotions, deep acting, and negative parent behaviors are moderately and positively correlated; surface acting is also positively and significantly related to faking emotions, and there were significant difference among different groups. Deep acting, faking emotions, hiding emotions, surface acting, negative parent behaviors, and demands from schools are positively and significantly correlated, and differences were found among different groups. Negative parent behavior, hiding emotions, surface acting, deep acting, and burnout are positively and significantly correlated, and differences were also found among different groups.