Antecedents and consequences of job crafting among teachers: The role of self-efficacy, leader-member exchange, and the need for relatedness

This study examines the relationships between teachers' job crafting behaviors, self- Teachers in educational organizations function not merely as conduits of knowledge transmission but as dynamic actors who adapt to changing conditions, manage complex social relationships, and assume proactive roles. Within this context, teachers' ability to effectively fulfill their professional roles depends on their individual resources and the quality of organizational relationships they experience. This study examines the relationships between job crafting behaviors, self-efficacy, leader-member exchange, need for relatedness, job satisfaction, and life satisfaction among teachers using structural equation modeling. The research sample comprised 526 teachers (265 female, 261 male). The findings reveal that teachers' self-efficacy levels significantly and positively influence all dimensions of job crafting (task, relational, and cognitive), with the strongest effect observed on task crafting. Leader-member exchange significantly affects cognitive and relational crafting but demonstrates no significant impact on task crafting. This indicates that while teachers' relationships with school administrators shape their perceptions of work and interactions with colleagues, their task restructuring behaviors are predominantly determined by individual initiative. Furthermore, only cognitive crafting behaviors positively influence job satisfaction and life satisfaction, suggesting that the meaning teachers attribute to their work is more influential than behavioral modifications. Additionally, the study identified that teachers with lower self-efficacy and social belonging levels exhibit greater dependence on school administrators' support in their sense-making processes regarding their work. These findings contribute to developing enhanced understanding for school administrators and teachers aimed at improving teacher well-being and professional effectiveness.