EXPLORING THE LANDSCAPE OF JOB CRAFTING IN TEACHER EDUCATION - A SYSTEMATIC REVIEW

Oct 15, 2026

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This systematic review synthesizes peer-reviewed research on teachers’ job crafting, focusing on how educators proactively reshape tasks, relationships, and perceptions to fit new role demands. Reviewing studies published between 2013 and 2023, it analyzes key dimensions, antecedents, and outcomes in teaching contexts. Findings group job crafting into contextual conditions, psychological factors, and approach crafting, highlighting its value for adaptive motivation and teacher flexibility. The review emphasizes autonomy and collaboration needs within teacher education programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Literature Review

EXPLORING THE LANDSCAPE OF JOB CRAFTING IN TEACHER EDUCATION: A SYSTEMATIC REVIEW Aysun Dağtaş1 Ass. Prof. Dr. Çağ University, Turkey [aysunyurdaisik@cag.edu.tr](aysunyurdaisik@cag.edu.tr) [ORCID ID: 0000-0003-4226-500X](ORCID ID: 0000-0003-4226-500X) Senem Zaimoğlu2 Ass. Prof. Dr. Çağ University, Turkey [senemdag@cag.edu.tr](senemdag@cag.edu.tr) ORCID ID: 0000-0002-6991-4455 Fatma Toköz3 Dr. Çağ University, Turkey [fatmatokoz@cag.edu.tr](fatmatokoz@cag.edu.tr) ORCID ID: 0000-0001-9242-8829 Abstract. This systematic review examines the literature on teachers’job crafting; a topic that has gained interest in recent educational research and practice. With the teaching environment constantly changing over time due to developments in technology and movement toward globalization, there have been requirements for teachers to job craft—that is, craft their jobs according to the demands of new roles. Considering the peculiar challenges teachers face, such as workload, emotional demands, and organizational constraints, understanding how they craft their roles can provide insights for fostering their well-being and professional growth in educational settings. This review synthesizes findings from peer-reviewed studies published between 2013 and 2023 on the dimensions, antecedents, and outcomes ofjob crafting in teaching contexts. The analysis has underlined three main categories of job crafting in teacher education reviewed studies: contextual conditions, psychological factors, and approach crafting. The findings highlight the role of job crafting in fostering adaptive, motivated, and flexible teachers. Additionally, the present systematic review underlines the fact that allowing educators some degree of autonomy and collaboration to meet new demands is essential and must be addressed in teacher education programs. Keywords: Job crafting, teacher education, systematic review, contextual factors, psychological factors, approach crafting 1 Author, responsible for conceptualization, writing, review and editing. 2 Author, responsible for conceptualization, methodology, writing, original draft 3 Author, responsible for writing-original draft, review and editing 1. INTRODUCTION The concept of job crafting, as Wrzesniewski and Dutton (2001) first proposed, refers to the practice in the workplace where individuals take the initiative to change their tasks, alter their relationships, and even reshape their perceptions to provide meaning and satisfaction. In the field of teacher education, there has recently been an increase in research regarding teacher job crafting as a way of promoting teacher (e.g. , Nguyen & Bui, 2016; Tao & Gao, 2017) performance (e.g. , Bowling et al. , 2010; Slemp et al. , 2017), job satisfaction (e.g. , Van Wingerden et al. , 2015; Shang, 2022), professional development (e.g. , Li et al. , 2022), and well-being (e.g. , Dreer, 2023) . However, research into teacher job crafting, especially its various types (e.g. , Falout & Murphey, 2018; Leana et al. , 2009), its positive relationship to work engagement, and how teachers perform various crafting behaviors, or how those behaviors mediate need satisfaction and daily performance, is still needed. Bridging this gap, as Dreer (2023) highlights , teacher education programs guide teachers in making meaning regarding their roles, and job crafting is an essential piece of the overall education. As the workplace changes with the development and implementation of new technologies to adapt to 21st-century demands, the need for job crafting to meet higher demands for efficiency and output has begun to increase (Dhanpat, 2022) . The tasks performed by teachers have also undergone significant changes recently, necessitating an understanding of how job crafting is performed within those roles and how it may be understood to improve teacher performance and learning outcomes.Teachers’ job crafting practices are influenced by various contextual

FAQs

What does job crafting mean in teacher education contexts?

Job crafting refers to workplace initiatives where individuals change tasks, alter relationships, and reshape perceptions to create meaning and satisfaction. In teacher education, it supports teachers in adapting their roles to new demands.

Which categories of job crafting are identified in the reviewed teacher education studies?

The review highlights three main categories: contextual conditions, psychological factors, and approach crafting. These categories describe how teachers’ circumstances and mindsets shape their crafting behaviors.

How do job crafting practices influence teachers’ outcomes?

The findings indicate job crafting fosters adaptive, motivated, and flexible teachers. It also underscores that autonomy and collaboration are important for meeting evolving educational demands in teacher education programs.

Oct 15, 2026

Uploaded by Đào