Job crafting for teachers


Today I’ve been trying to make sense of this article from ‘Popular Psychology’ popularising research into teachers’ job satisfaction. The central idea of it is ‘job crafting’ . To explain it, the author (Susan Krauss Whitbourne Ph.D.) quotes the original article: people “re-engineer their jobs from within as a way to find increased meaningfulness”.  Apparently, for teachers this means not only adapting their teaching approach to different groups of students, but also changing and re-defining their roles at work, especially during the times of big organisational changes.

Is job crafting viewed as something positive? On the one hand, yes – people take ownership of their work and see it as their ‘calling’. On the other hand, the research showed that teachers engage in more job crafting when they get less administrative support and are less satisfied with their work – so it’s more of a coping strategy and a sign that the teachers need more help.

What do you think? Do you do a lot of ‘job crafting’ at work?

One thought on “Job crafting for teachers

  1. I think that most good teachers engage in job crafting on a very regular basis. In Language Teacher Psychology, a book which I had the pleasure of co-editing, Tim Murphey and Joe Falout identify 12 such meaningful roles that language teachers might create for themselves, additional to the helping with the language development of their students (2018, Multilingual Matters). For example, they may take on mentorship roles for learners or novice teachers, or they might volunteer their time to advise learners out of class. The fact that these roles might appear as part of the job description anyway just shows how routine job crafting is for teachers.


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