The Mediating Effect of Students Engagement on Leadership Skills of Full-Time Teachers' Teaching Strategies on Students' Achievement with Financial Difficulties

Abstract

Purpose: This study sought to investigate the impact of full-time teacher teaching approach and the corporation between university and family in enhancing the students’ performance with the moderating effect of student’s engagement in  Guangdong University Of Petrochemical Technology, China.   Theoretical framework: In order to conduct an in-depth investigation into the connections between these factors, the research makes use of a quantitative methods methodology, which incorporates quantitative surveys, and an examination of academic performance data.   Design/ methodology/approach: Through the use of a questionnaire, this study seeks to acquire an all-encompassing knowledge of the variables that influence academic accomplishment among students who are experiencing financial challenges. Participants in the survey came from both leadership positions and regular teaching positions at Guangdong University of Petrochemical Technology in Maoming city.   Findings: The instructional approach of a full-time teacher is crucial for improving the academic performance of students with financial difficulties. Their ability to create an inclusive, empathetic, and adaptable learning environment, coupled with individualised teaching strategies, enables these students to surmount obstacles, realise their maximum potential, and positively impact their education and society.   Research, Practical & Social Implications: In addition to imparting knowledge, the duty of a full-time teacher is to inspire and empower students to attain their maximum potential, regardless of their socioeconomic situation. This partnership ensures that students have the financial resources, emotional support, and direction they need to overcome financial obstacles and achieve academic success.