The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence

The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.