A Study on the Influencing Factors of Young Teachers’ Research-based Teaching Ability in Non-Double First-Class Undergraduate Institutions

Abstract

In order to enhance the research-based teaching ability of young teachers at non-Double First-Class undergraduate institutions, this study constructs an index system of influencing factors across three levels: macro-environment, university organization, and individual teachers. The Analytic Hierarchy Process (AHP) is employed to analyze the weight of each factor. The results show that individual-level factors carry the highest weight, among which teaching and research competence, professional attitude, and teaching reflection are the most critical. At the organizational level, faculty training systems and evaluation and recruitment mechanisms exert significant influence. At the macro-environmental level, scientific research conditions and teaching infrastructure are the main contributing factors. Based on these findings, targeted strategies are proposed to provide both theoretical foundation and practical guidance for improving young teachers’ research-based teaching ability at non-Double First-Class institutions.