The Complicated Association Between Teachers' Job Crafting With Self-Efficacy and Engagement

• In Event: Fairmont Roundtable Session Sixteen
  In Roundtable Session: A Quest for Well-Being: Insight Into Teaching Demands (Table 4)

Abstract

This study examined and confirmed the importance of teachers’ job crafting (JC) to teacher self-efficacy and teacher engagement. Based on data from 998 teachers in China, results from structural equation modelling and bootstrapping confirmed the important role of teachers’ JC in their self-efficacy and teacher engagement. Teachers’ increasing structural job resources (JR) and optimising demands behavior were positively related with all four dimensions of teacher engagement, partially or fully mediated by self-efficacy. Increasing challenging job demands (JD) displayed a negative relationship with social engagement with colleagues. Decreasing hindering JD was positively related to social engagement with students and colleagues. Increasing social JR was only associated with teachers’ social engagement with colleagues. Practical implications for improving teacher engagement are discussed.

Authors

• Xianhan Huang, The Education University of Hong Kong
  Presenting Author

• Chan Wang, The Education University of Hong Kong
  Presenting Author

• Si Man Lam, University of Hong Kong
  Non-Presenting Author