Unlocking the relationship between instructional leadership, psychological well-being, and teacher job crafting

Purpose Drawing upon Job Demands-Resources theory, this study aims to investigate the impact of principal instructional leadership on teacher job crafting and the mediating role of teacher psychological well-being. Design/methodology/approach Data were collected from 998 teachers working in K-12 schools in China. Structural equation modelling and bootstrapping analysis were conducted to test the hypothesised relationships. Findings The results revealed that the different aspects of instructional leadership were related to teacher job crafting behaviours in various ways. Specifically, developing a school vision was negatively linked to increasing structural job resources and decreasing hindering job demands. Managing instructional programme was positively associated with decreasing hindering job demands and optimising demands. Developing a positive school climate for teacher professional development was positively related to all five types of teacher job crafting. Additionally, teacher psychological well-being mediated the relationship between instructional leadership and different types of teacher job crafting, either partially or fully. Practical implications The findings provide insights for school leaders to improve the effectiveness of leadership practices and enhance teachers’ psychological well-being and job proactivity. Originality/value This study contributes to the existing body of knowledge on educational leadership by shedding light on the motivational process underlying the relationship between instructional leadership and job crafting in teacher education. By uncovering the mediating role of psychological well-being, it advances our understanding of the mechanisms through which school leadership influences teacher behaviour and well-being.