本研究主要在路經分析架構下，找出背景因素可能透過哪些中介變項而影響教室內教學困擾。經分層隨機取得有效樣本1018名，進行統計分析。本研究發現如下：（一）整體而言國小教師其教室內教學困擾程度上比中度稍低。最感困擾因素是「作業指導」，較不感困擾因素是「動機激發」。（二）女性、師資班結業之教師其教學困擾較低，是因為低角色衝突之關係。（三）年資較淺、任教年級較高、班級人數越多之教師其教室內教學困擾較高，是因為高角色衝突及任教班級學生程度較低之關係。（四）未婚、級任、鄉鎮、偏遠、任教學校規模較小之教師其教室內教學困擾較高，是因為任教班級學生程度較低之關係。（五）經控制了中介變項後，整個模型之解釋力（R square）都提高許多，而且背景變項的影響大多縮減許多。這顯示本研究，大致找到對教室內教學困擾影響之主要中介變項。

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.