Job crafting in education: teachers’ responses to high demands

Purpose This research aimed to explore the relationship between job demands, job crafting and school support among primary school teachers in West Java, Indonesia. By examining how teachers adapt to complex demands through job crafting, the study seeks to provide valuable insights to inform school policies. Design/methodology/approach Data were collected via purposive sampling from 278 primary school teachers in Bandung, Indonesia, using a pen-and-paper survey. Findings Results indicate that teachers face high job demands and engage in moderate job crafting. However, neither perceived organizational support nor job autonomy significantly moderates the relationship between job demands and job crafting. This suggests that job crafting acts as an essential coping mechanism, enabling teachers to manage their workload independently. Research limitations/implications This study relied on self-report measures, which may cause bias, and focused only on job autonomy and organizational support as mediators; future research should examine other mediators to clarify the relationship. Practical implications To promote a positive job-crafting culture, educational institutions should focus on workload management programs utilizing digital tools to reduce paperwork. Additionally, promoting collaborative teaching practices can enhance social learning and facilitate effective feedback sessions among educators. Social implications By prioritizing workload management, educational institutions can create a supportive environment that reduces teacher workload and fosters innovation. This approach aligns with the objectives of the Sustainable Development Goals (SDGs), particularly in promoting quality education and ensuring the well-being of educators. Originality/value This study contributes to limited research on job crafting in Indonesia’s education sector, highlighting its importance in managing teacher job demands.