Abstract: Based on empirical data from training institutions of the local Outstanding Teacher Program (OTP), this study investigates the mechanism through which learning engagement influences academic achievement. The findings reveal a differentiated impact of cognitive and emotional engagement on academic performance. Students with higher levels of cognitive engagement demonstrate a deeper understanding of the teaching profession and exhibit more positive professional attitudes and stronger vocational beliefs. In contrast, students with higher levels of emotional engagement display more positive learning emotions that significantly enhance the quality of their academic performance. The study confirms that emotional engagement is a key factor in promoting academic development. Accordingly, a three-stage intervention strategy is proposed as follows: 1) increasing student participation through the creation of a positive classroom atmosphere and provision of personalized guidance; 2) establishing an interactive model that integrates academic support with personal care; and 3) enhancing the students' experience in knowledge application through the combination of case-based and practice-oriented teaching. The results point to a practical approach to optimizing the training model for normal students engaged in the OTP.

Key words: local normal student of the Outstanding Teacher Program (OTP), learning engagement, academic achievement, emotional engagement