本研究旨在路徑分析架構下，找出背景因素可能透過哪些中介變項而影響教師的課程設計能力。經分層隨機抽樣取得有效樣本1,019位，進行統計分析。綜合本研究重要發現如下：（一）整體而言，目前國小教師之課程設計能力程度平均為3.26，只比中度（3.00）稍高。就各能力層面高低而言，最高為「課程目標訂定」，最低為「課程評鑑」；（二）年資較高教師的課程設計能力較高，主要是透過其較高的「課程信念」、「教學信念」、「教育態度」及「個我取向」成就動機之關係；（三）兼行政教師的課程設計能力較高，主要是透過其較高的「課程信念」、「教學信念」、「教育態度」、「個我取向」、「校外理念研習」及「自行研讀篇數」之關係；（四）研究所畢結業教師的課程設計能力較高，主要是透過其較高的「自行研讀篇數」之關係；（五）學校規模較大的教師其課程設計能力較高，主要是透過其較高的「課程信念」及「教育態度」之關係；（六）試辦學校教師的課程設計能力較高，主要是透過其較高的「課程信念」之關係；（七）參與課程設計教師的能力較高，主要是透過其較高的「課程信念」、「校外理念研習」及「自行研讀篇數」之關係；（八）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力大都縮減許多，這顯示本研究，大致找到對課程設計能力影響之主要中介變項。因而上述的相關研究發現，當可作為提升教師課程設計能力與課程改革之參考。

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 1,019 valid samples were selected through stratified radom 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.