Empowering teachers as agents of change: English language teachers' proactive personality through job crafting

This study was conducted to examine the role of EFL teachers' proactive personality through their job crafting considering their levels of work engagement. The data of this study obtained from the teachers working in the Schools of Foreign Languages at foundation and state universities in Çukurova Region, Türkiye, was carried out in accordance with mixed methods. Through data collection, three questionnaires, measuring EFL teachers' proactive personality, job crafting, and levels of work engagement, in the quantitative dimension of the study, and following the quantitative dimension, semi-structured interviews in the qualitative dimension were carried out. Within the scope of research questions in this study, descriptive, correlational, and simple linear regression analyses were performed to analyse the quantitative data, and content-based and descriptive analyses were conducted to analyse the qualitative data. The findings of this study primarily showed that EFL teachers' proactive personality significantly predict their job crafting; however, their proactive personality has no significant role as a predictor for their levels of work engagement in the quantitative dimension of the study since there is no significant relationship between EFL teachers' proactive personality and work engagement. On the contrary, the qualitative dimension of the study revealed that the teachers' proactive personality impacts their work engagement through job crafting. To conclude, the results of this study were discussed within the framework of previous research conducted in the literature.