The educational policy often regarded emotion as the individual psychology and the non-rational cognition, but neglected the role of social interaction. This study used the teacher professional development for example, and the symbolic interactionism as the research technique to discuss the interaction between the school administration and teachers in the classroom. Furthermore, this technique were used to understand the emotional distance between the school administration and teachers, and to comprehend the effects of emotional geographies within school culture; that supported the teacher evaluations for professional development. Important study findings included: 1) Between the school administration and teachers, the maximum of the culture and the purpose emotional distance had been changed, and the physical distance with an intermediate effect; 2) Reconstruct the emotional distance within the school can build certain organizational culture to promote teachers' professional development.