Abstract
This research investigated one possible mechanism of a dual-drive model integrating external job resources and internal self-leadership, aiming at developing innovative strategies for improving teacher engagement. An exploratory sequential design, one of the mixed-methods approaches, was adopted. Five private universities in Hunan Province, China, were selected for data collection, and the sample of instructors in the current study is 356. The qualitative data analysis results revealed that there was still significant room for improvement in the five universities. Advanced statistical analyses demonstrated the significant impacts of seven job resources and six self-leadership strategies on teacher engagement. The interactive effect between job resources and self-leadership on teacher engagement was also verified to be statistically significant. Accordingly, the dual-drive model was conducted, which highlighted the role of job resources as the external force and self-leadership strategies as the internal drive. The model consisted of 13 significant factors, based on which innovative strategies were finally developed for teacher engagement with experts’ validation.
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