Teaching Always Matters: Promoting Job Crafting Among Chinese Academics

Conference: The Asian Conference on Education (ACE2022)
Title: Teaching Always Matters: Promoting Job Crafting Among Chinese Academics
Stream: Higher Education
Presentation Type: Poster Presentation
Authors:
Mengting Li, The University of Hong Kong, Hong Kong
Zhengli Xie, The University of Hong Kong, Hong Kong
Weiqiao Fan, Shanghai Normal University, China
Li-fang Zhang, The University of Hong Kong, Hong Kong

Abstract:

Among the four essential roles of academics (i.e., teaching, research, administration, and knowledge exchange) roles, the teaching role is the most widely shared across institutional types and is a central mission of educational institutions. Considering the rapidly changing higher education context and growing work pressure, academics’ initiatives in redefining and reimagining their jobs (e.g., acquiring new teaching skills and professional knowledge, adjust the contents and strategies in teaching practices, and seek feedback from colleagues) often benefit themselves, students, and institutions. How to stimulate academics’ willingness for job crafting is a major challenge in higher education. Based on the social cognitive theory and the broaden-and-build theory, the present study examines the role of teaching emotions in academics’ job crafting, as well as the mediating role of teaching efficacy in the relationship.
A total of 332 Chinese academics (Mage = 37.9, SDage = 7.53; 54.2% females) completed a survey. Structural equation modeling results confirmed that, positive teaching emotions made statistically positive contributions to job crafting directly and indirectly through teaching efficacy – beyond gender, age, academic rank, and academic discipline. Teaching efficacy fully mediated the influence of negative teaching emotion on three dimensions of job crafting except for increasing structural job resources with a partial mediation. These findings have implications for research on factors that trigger academics’ job crafting and provide suggestions for university managers and academics.

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