Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement

Xianhan HUANG, Chan WANG, Si Man LAM, Peng XU

Research output: Contribution to journalArticlespeer-review

Abstract

Teacher engagement is critical to teachers’ professional learning, but its antecedents remain underexplored. In this study, we examined and confirmed the influence of teachers’ job crafting on their engagement with their job. Based on data from 998 teachers, the results of structural equation modelling and bootstrapping confirmed that teachers’ job crafting is critical to their self-efficacy and engagement. The behaviours of increasing structural job resources and optimising job demands were positively related to all four dimensions of teacher engagement and were partially or fully mediated by self-efficacy. The behaviour of increasing challenging job demands was negatively related to social engagement with colleagues, whereas that of decreasing hindering job demands was positively related to social engagement with students and colleagues. Increasing social job resources was only associated with teachers’ social engagement with colleagues. The practical implications of teacher job crafting are discussed, in terms of how it can encourage teachers’ engagement in their work and professional learning. Copyright © 2023 International Professional Development Association (IPDA).
Original languageEnglish
JournalProfessional Development in Education
Early online date02 Jan 2023
DOIs
Publication statusE-pub ahead of print - 02 Jan 2023

Citation

Huang, X., Wang, C., Lam, S. M., & Xu, P. (2023). Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement. Professional Development in Education. Advance online publication. doi: 10.1080/19415257.2022.2162103

Keywords

  • Teacher engagement
  • Job demands–resources theory
  • Job crafting
  • Teacher self-efficacy

Fingerprint

Dive into the research topics of 'Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement'. Together they form a unique fingerprint.