The Structural Dimensions of “Double-Qualified” Teachers’ Work Role Transition Competence and Its Generation Mechanism

The competence to change work roles is a key factor for individuals in achieving successful role transition. In this study, we analyzed in-depth interview data of 31 “double-qualified” teachers and related teaching managers higher education institutions using the grounded theory method constructed model structural dimensions teachers’ transition its generation mechanism. was also interpreted theory, Job Demand–Control–Support (JDCS) model, employee learning theory. research results show that mainly composed four dimensions: old detachment, psychological adaptation, new cognition, resource reserve capacity; factors demand (initiation factor), breadth self-efficacy (internal contextual social support (external individual (direct factor) follow theoretical logic “demand–context–learning–competence” influence formation competence. This study enriches expands transition, which can help effectively apply it their transitions further improve corresponding norms human management practice.