Journal of Education and Psychology

Abstract

The purpose of this study focuses on path analysis to analyze the intervening variables which can be used to explain the relationship between background factors and instructional problems in the elementary classroom. 1018 valid samples were selected through stratified random sampling. The major findings are as follows:

1. Considering the overall sample, the condition of problems are lower than middle level (3.00). The first instructional problem factor is “assignment instruction”, and the last is “motivate learning”.
2. The teachers who are female or post-bachelors have fewer instructional problems because they have lower role conflict.
3. The teachers who have fewer service years and teach higher grade students and with many students in each class have more instructional problems because they have higher conflict and lower academic achievement of the students.
4. The teachers who are unmarried or are homeroom teachers and teach in the rural or outlying areas and in small schools have more instructional problems because they have lower academic achievement of their students.
5. The intervening variables can be used to explain the relationship effectively between background factors and instructional problems in the classroom.

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