This study utilizes LISREL software to construct a mean-centered latent variable interaction effect model to assess the interaction between construction of teacher teams and student engagement on academic achievement, and employs simple slope analysis to examine moderating effects. The interaction model demonstrates good fit indices (χ²/df=2.18, GFI=0.96, CFI=0.93, RMSEA=0.072).The analysis shows that teacher team building positively influences academic achievement (path coefficient = 0.517) and that student engagement has a significant impact as well (path coefficient = 0.632), driven by academic challenges, assessment tasks, and teacher-student interactions. Additionally, the product term indicates a slight positive influence on engagement and a notable effect on achievement. Simple slope analyses reveal that higher teacher support enhances the positive impact of student engagement on academic success, particularly when self-efficacy is elevated.