As influenced by the sociological understandings of human emotions, there is rising attention to the social construction of teachers’ emotional experiences among education researchers. In order to have a more sophisticated study, the education researchers have developed different perspectives to analyze the social dimensions of teachers’ emotional experiences. These perspectives can be summarized as the labor process perspective, school administration perspective, emotional labor perspective, social interaction perspective, and teacher identity perspective. The aim of this chapter is to critically review and synthesize the five perspectives in order to propose a theoretical framework for the present study to explore how teachers’ emotional experiences are socially constructed by structure and agency.