摘要：Over the past decades, globalization has redefined teaching pedagogy especially in Higher Education Institutions (HEI). Thus, the Thai government developed several educational policies so that quality education can be delivered in Thailand’s HEIs. However, despite delivering some strategies to target the quality of education in the country, it still yields less expected results. This prompted HEIs to innovative their teaching pedagogy. This study examines the moderating effect of teaching perspective inventory on the relationship between teachers’ career perspectives and students’ engagement to enhance the quality of education delivered at a university in Thailand. Data was gathered from 196 respondents through a structural equation modeling to investigate the relationship between the variables. Findings revealed that teachers’ career perspectives significantly influence students’ engagement that translates to quality education. Furthermore, students’ academic engagement significantly mediates the relationship between teachers’ career perspective and teaching perspective inventory in delivering quality education. Practical and theoretical implications were fully discussed.
关键词：Moderating Role;Teaching Perspective Inventory;Teacher Career Perspectives;Students’ Engagement
