Journal of Education and Psychology

Abstract

The main 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 curriculum design competence. The 1019 valid samples were selected through stratified random sampling. The major conclusions are as follows:

1. Considering the overall samples, teachers’ curriculum design competence was more (3.26) than middle level (3.00).
2. Teachers with longer service had higher curriculum design competence, because they had higher “curriculum belief,” “teaching belief,” “educational attitude,” and “individual orientation” achievement motivation.
3. Teachers with administrative works had higher curriculum design competence, because they had higher “curriculum belief,” “teaching belief,” “educational attitude,” “individual orientation,” “off-campus seminar on concepts,” and “un-supervised reading of articles.”
4. Teachers with graduate education had higher curriculum design competence, because they had read more articles.
5. Teachers of larger schools had higher curriculum design competence, because they had higher “curriculum belief,” and “educational attitude.”
6. Teachers of experimentation schools had higher curriculum design competence, because they had higher “curriculum belief.”
7. Teachers participating in curriculum design had higher curriculum design competence, because they had higher “curriculum belief,” “off-campus seminar on concepts,” and “un-supervised reading of articles.”
8. The intervening variables could be used to explain the relationship between background factors and curriculum design competence.

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