Teachers’ job crafting to support their work-related well-being during the COVID-19 pandemic : A qualitative approach

Abstract

We aimed at studying the job crafting behaviours teachers took to support their work-related well-being during COVID-19 pandemic. Fourteen participants were interviewed and theoretical thematic analysis conducted. Teachers increased their structural resources through variety, autonomy, and opportunity for development, and their social resources through social support, feedback, and supervisory coaching. They decreased their hindering demands through minimising the demanding aspects of their work, reducing their workload, and making sure their work does not interfere with their private life. Job crafting behaviours can be taught in teacher education to support teacher well-being even during crises.