How Perceived Social-Emotional Competence and Teacher Self-Efficacy Influence Teachers’ Job Crafting

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Advancing In-Service Professional Development for Teacher Socio-emotional Competencies

Abstract

This study investigated the antecedents and underlying mechanisms of teachers’ job crafting by exploring how perceived social-emotional competence (PSEC) and self-efficacy jointly influence its three dimensions: task, relational, and cognitive crafting. Using survey data from 200 schoolteachers in China, structural equation modeling and bootstrapping analysis revealed that PSEC positively predicted teacher self-efficacy, which in turn significantly predict all three job crafting dimensions, with a strongest effect on task crafting. While PSEC had no direct effects on job crafting, its indirect effects through self-efficacy were significant, confirming a full mediation model. These findings provide theoretical insights into the motivational pathway of job crafting and offer practical implications for promoting teacher proactive behaviors through the enhancement of social-emotional competence and efficacy beliefs.

Authors

• Shiyu Zhang, University of Hong Kong

• Xianhan Huang, The Education University of Hong Kong

• Chan Wang, The Education University of Hong Kong

• Wen SHAO, University of Hong Kong

• Mingyao Sun, Hong Kong Polytechnic University