["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nThis study investigated the relationships among school climate, teaching enjoyment, resilience and work engagement among university teachers, while further examining gender differences in these relationships. An explanatory sequential mixed‐methods design was adopted. In the quantitative phase, survey data were collected from 658 university teachers and analysed using structural equation modelling and multi‐group analysis. The quantitative data were processed using SPSS 27.0 and AMOS 26.0, while the qualitative interview data were analysed with MAXQDA 24 through thematic analysis. In the qualitative phase, semi‐structured interviews were conducted with 10 teachers to further explain the observed gender differences. The results showed that school climate was positively associated with teaching enjoyment, resilience and work engagement, while both teaching enjoyment and resilience were positively associated with work engagement. In addition, significant gender differences were found in two structural paths: the association between school climate and work engagement was stronger among male teachers, whereas the association between teaching enjoyment and work engagement was stronger among female teachers. Interview findings further suggested that male teachers were more sensitive to institutional support and structural conditions, whereas female teachers were more strongly influenced by positive emotional and relational experiences in teaching. These findings enrich current understanding of teacher engagement and provide practical implications for fostering supportive and sustainable professional environments in contemporary higher education.\n"]