This study uses grounded theoretical research methods to explore the factors in the practice of tutoring and discipline of national elementary school teachers. First, six national elementary school teachers of different scales and teaching years are used as research participants to conduct semi-structured in-depth interviews. The content was written verbatim and coded openly, from which the main axis code was extracted to learn that there were 9 categories and the attributes and orientations were established; secondly, three categories were sorted out during the selective coding stage, namely "Parental Counseling and Disability", "Administrative support system has not been caught", "Teachers are weak in auxiliary supervision"; Finally, a theoretical framework model of teacher guidance and management factors is constructed. The main purpose of this research is to understand the dilemma of tutoring and discipline faced by the teachers of national elementary schools in the teaching scene, and then to provide improvement strategies to provide the basis for teachers' reflection on other education scenes.