The Effect of Job Autonomy and Perceived School Organizational Support on Professional Well-being of University Teachers in Hebei, China

Abstract

Teacher professional well-being represents a pervasive and pressing challenge in education, bearing significant implications for promoting teacher professional development and enhancing educational quality. In line with the self-determination theory, this present work analyzes whether teachers’ job autonomy and perceived school organizational support can increase professional well-being through job crafting. The study employed a sample of 548 teachers from six universities in Hebei Province, China. The results indicate that both job autonomy and perceived school organizational support positively influence professional well-being, with job crafting serving as a mediating factor in these relationships. Therefore, job crafting is the potentially important mechanism to enhance positive influence of job autonomy and perceived organizational support on professional well-being.