Abstract
Amid the "double reduction" policy and the post-pandemic era, insufficient intrinsic motivation among teachers has emerged as a critical bottleneck hindering teaching quality improvement. To address this, the novel "Teacher Self-Leadership-Efficacy Integration Model" is proposed. This study synthesizes Resource Protection Theory (RPT) and Self-Determination Theory (SDT), while incorporating the "Compound Training Resistance Effect" from kinesiology and "Quantified Self" from consumer behavior to provide multidimensional perspectives. The paradigm clearly delineates the mechanism of teacher self-leadership: first, it promotes psychological capital growth; second, it triggers actual leadership behaviors that enhance teaching atmosphere; and third, it improves students' psychological adjustment capabilities. This framework offers a scientifically robust and practically applicable theoretical system and methodology for addressing current challenges and exploring effective solutions.