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Article

The Effects of Job Crafting on Job Performance among Ideological and Political Education Teachers: The Mediating Role of Work Meaning and Work Engagement

by
Weiwei Shang
School of Marxism, East China Normal University, Shanghai 200241, China
Sustainability 2022, 14(14), 8820; https://doi.org/10.3390/su14148820
Submission received: 13 June 2022 / Revised: 2 July 2022 / Accepted: 15 July 2022 / Published: 19 July 2022
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Abstract

:
Achieving sustainable development in education requires teaching staff who are committed to sustainability in their professional practice. This study investigated how job crafting, work meaning, work engagement and job performance were related in educational organizations. We analyzed the data of 536 ideological and political education teachers in China using structural equation modeling (SEM). The study found that job crafting was significantly and positively related to job performance, work meaning and work engagement. Moreover, work meaning and work engagement mediate the relationship between job crafting and job performance both individually and in series. Our findings highlight that job crafting is a crucial aspect of teacher performance and must be systematically encouraged by educational managers to increase the meaning and engagement that help sustain performance levels at work.

1. Introduction

Since the 1990s, sustainability and sustainable development have been essential concerns of a great deal of scholarly work [1], since the sustainable development of society as a whole depends on its individuals. Education plays a critical supporting role in this process and the sustainable professional development of teachers lies at its core. Job performance is an important indicator of sustainable professional development among teachers [2] and also contributes much to the sustainability of organizations [3]. Globally, an increasing number of countries have embarked on major educational reforms which are changing the working environment. Current educational reforms have made the school environment more sensitive to the diverse needs of learners than the traditional environment. These changes have resulted in increased workloads, emotional demands and time pressures on teachers [4]. However, the lag in equivalent reforms to school management has, in many cases, obstructed teachers from properly implementing the required changes. Research suggests that inadequate teacher training and lack of support [5] may lead professional ideals to falter [6], negatively affecting the performance and wellbeing of teachers [7]. It is therefore important to investigate how continuing professional development can help teachers tackle the emergent challenges of reform; such support plays an important role in the development of individuals, organizations and society.
As we enter the 21st century, the survival of organizations depends on their ability to adapt to a rapid succession of changes in a wide range of environments [8]. The processes involved in job stress and strain have been widely investigated using job demands–resources theory (JD-R) [9]. This research has established job crafting as a highly effective way to help employees meet their physical and psychological needs while simultaneously achieving organizational goals [10]. Job crafting refers to a process that stimulates individual initiative by encouraging employees to make changes to improve their work. It promotes work engagement and wellbeing, confers organizational benefits and increases good work performance [11]. Moreover, job crafting increases the meaningfulness of work, maintains the positive self-image of employees and enhances their connectivity with others [12]. These changes help employees to define their professional identities and modify their work experiences [13,14]. In addition to these changes, involvement in personally meaningful work is related to overall professional engagement and job performance [15]. While job crafting may go unnoticed by managers [16], teachers engaging in crafting behaviors may find their work more meaningful and engaging, leading to better performance overall.
While many studies confirm the positive relationship between job crafting and other work-related variables, there is as yet insufficient research into the underlying mechanisms [17], particularly in the Chinese socio-cultural context. Moreover, although teachers’ contribution to society makes their attitudes to work of great importance, the role of work meaning in the motivational process of teachers has not yet been investigated.
In China, ideological and political education is a key aspect of national education reform and aims to instill people with moral values in the new era. Consequently, the sustainable career development of ideological and political education (IPE) teachers has been given high priority by the Chinese government. In 2020, the country’s Ministry of Education issued a policy document specifically promoting the development of IPE teachers. Additionally, similar documents were not produced for teachers of other subjects. This centralized approach to training and managing IPE teachers demonstrates their importance to educational reform. However, the literature to date has paid less attention to the positive factors that promote the sustainable professional development of IPE teachers. In the context of China’s education reforms, IPE teachers must cultivate a proactive attitude and a self-directed approach to career management to cope with constant change in the working environment.
Accordingly, to help guide the career development of IPE teachers, this study aimed to demonstrate the internal mechanisms behind the motivational process of teachers who employ job crafting. Our main objective was to increase attention to how the relationship between job crafting and job performance among IPE teachers is mediated by work meaning and work engagement.

2. Literature Review and Development of Hypotheses

2.1. Job Crafting

The basis for job crafting is job design. However, in traditional job design, individual initiative is not fully utilized. As the working environment grows more complex and uncertain, the difficulty of designing normative job descriptions applicable to multiple parties also grows, and organizations increasingly expect their employees to work proactively and adaptively [18]. As a result, the traditional view of job design has changed, with research attention shifting to the active involvement of individuals in the process of job redesign. This shift began in earnest with Kulik et al., who described job crafting as the process by which individuals redesign their jobs by improving the fit between the tasks they carry out at work and their abilities [19]. The crafting process is widely considered to reshape the tasks, relationships and cognitive processes involved with work [11,14,20,21].
In this study, the framework developed by Tims et al. is used [21]. Job crafting embedded in the JD-R model is defined as a series of changes that employees make to balance job demands with resources, using their abilities and requirements [22,23]. On this account, job crafting is divided into four different types of behaviors, based on two work characteristics: work resources and work demands [23]. Job demands denote the physical, psychological, social or organizational aspects of work linked to certain physical or psychological forms of capital, such as emotional and interpersonal demands, workload, time pressure, job responsibilities, role conflict and the physical environment of work. Job resources refer to the various aspects of work that help achieve professional goals while reducing demands and exertion, thereby promoting individual growth and development. The resources include job control, social support, feedback, compensation, career opportunities, task importance, supervision and guidance and organizational justice [23]. The four behaviors are increasing structural job resources, decreasing hindering job demands, increasing social job resources and increasing challenging job demands. Our study draws on these dimensions.

2.2. Job Crafting and Job Performance

Although it can be defined in many ways, Campbell et al.’s definition of performance as “the goal-relevant actions of an employee” is particularly succinct [24]. Job performance reflects whether the work performed by employees is effective and demonstrates their ability and influence within the organization [25]. It includes two aspects: in-role performance relates to activities that are consistent with organizational goals and functions; extra-role performance relates to supporting a healthy work climate [26].
It has been shown that job production has a positive impact on job performance. Gordon et al.’s survey of healthcare professionals from the USA and The Netherlands found that both organizations and employees benefitted from job changes triggered when employees adapted their work in line with their preferences and sought out resources and challenges. In other words, job reinvention positively impacted performance [27]. A positive relationship between job crafting and improved performance among salespeople was reported by Lyons [28]. Additionally, in the context of the digital economy, job reshaping has a significant positive impact on adaptive performance [29]. These studies confirm that expansive job crafting is associated with positive outcomes, both because the increased allocation of resources leads to higher performance and because the increased challenges faced by employees develop their ability to perform more complex tasks [30]. Rudolph et al.’s meta-analysis revealed that the increased structural job resources associated with job crafting made the most important contribution to job performance [31]. The above findings informed our first hypothesis:
Hypothesis 1 (H1).
Job crafting has a positive effect on job performance.

2.3. The Mediating Roles of Work Meaning and Work Engagement

Modern employees expect their work to meet not only their economic needs but also their psychological and social requirements [32]. As a result of these shifts, work meaning has received increasing research attention [31]. Work meaning is expressed by the individual’s subjective evaluation of the importance of work, the promotion of personal sustainability and the motivation for beneficial work [33]. In this study, work meaning is defined as the subjective experience that one’s work is meaningful and contributes to personal growth and sustainable development. Work meaning consists of three components: psychological meaningfulness in work, which is the individual’s judgment of whether work is meaningful and valuable; meaning making through work, which emphasizes work as an important source of meaning in life that helps individuals deepen their self-knowledge and the world; and greater good motivation, which emphasizes the wider positive impact of work outcomes on others, their communities and society as a whole [33].
Research suggests that job reinvention initiates and/or enhances an individual’s sense of meaning in their work [34]. When employees use their abilities, preferences and interests to change what they do and how they do it through work crafting, they experience the work itself as more meaningful [35] and associate more positive meanings with the world around them [36]. Tims et al. [37] reported that the meaningfulness of work was enhanced by job crafting, and in a survey of 391 finance employees in South Africa, Vermooten et al. found that job crafting was positively correlated with and predicted job meaning [37]. Finally, one study of firefighters found that job crafting shaped their work-related meanings and improved their professional performance. We formulated our next hypothesis based on the results summarized above.
Hypothesis 2 (H2).
Work meaning plays a mediating role between job crafting and job performance.
The theoretical model of work engagement used in this study was developed by Schaufeli and Bakker [38], who theorized work engagement as a persistent cognitive–affective state over time, including three dimensions: vigor, dedication and absorption [39]. Based on this conceptualization, job resources were seen as a prerequisite for promoting higher levels of work engagement [40].
Many studies have demonstrated the positive relationship between job crafting and work engagement. Job crafting that included increased professional and social resources, as well as seeking work-related challenges, promoted higher levels of work engagement in one study [41], and meta-analysis also concluded that job crafting was positively associated with work engagement [31]. Meanwhile, several studies have confirmed the positive relationship between work engagement and job performance [42]. Work engagement has also been found to enhance organizational commitment and task performance and can also increase the energy and perseverance of individuals, achieving better job performance [43]. Another meta-analysis showed that job crafting has an impact on performance through increased work engagement [44]. There is evidence of an indirect effect of job crafting on performance through work engagement in the field of occupational health services [42]. Overall, to investigate whether job crafting also increases job performance via the mediation of work engagement in this cultural context, we formulated our next hypothesis.
Hypothesis 3 (H3).
Work engagement plays a mediating role between job crafting and job performance.
Previous research strongly suggests that work meaning and engagement influence the relationship between job crafting and job performance. Meaningful work has been linked to a series of positive organizational outcomes, such as greater work engagement [45] and better job performance [32]. Work meaning can provide a sense of personal fulfilment and may also motivate individuals to invest more time and energy in their work [46]. Individuals who perceive their work to be highly meaningful were more likely to be engaged in their work [47]. The above findings led us to our final hypothesis.
Hypothesis 4 (H4).
Job crafting can affect job performance through the serial mediating roles of work meaning and work engagement.
In general, the focus of this paper is on the factors that facilitate the motivational process of job performance among IPE teachers. We found good research support for the role of job meaning based on the JD-R model. Therefore, this article extends the existing literature on the JD-R model and the motivational process of job crafting among IPE teachers. The four hypotheses set out in this section were used to test the positive impact of job crafting on job performance among IPE teachers. Furthermore, the present study aimed to piece together the internal mechanism by which job crafting affects job performance by examining the mediating roles of work meaning and work engagement and discussing them in close connection with relevant arguments, thereby providing a theoretical reference for improving the performance of IPE teachers. Figure 1 depicts the research model.

3. Materials and Methods

3.1. Data Collection and Participant Characteristics

The questionnaire was administered through the Wen Juanxing platform and included an introductory statement describing the purpose of the survey, which could be answered through Weixin (the mainland Chinese version of WeChat) or email. A convenience sampling strategy was used to collect data between January and March 2022 from IPE teachers at universities in Shanghai, Henan, Shandong and Shanxi, representing the eastern, central and western regions of China, respectively. Participation in the study was voluntary and all respondents were informed their answers would be treated with complete confidentiality.
A total of 580 questionnaires were completed, with 536 valid responses received, an effective recovery rate of 92.4%. The teachers’ sample comprised more women (69.3%) than men (30.7%), while the mean age of all participants was 32.68 years (SD = 7.56). Regarding the participants’ level of education, 29.5% of the IPE teachers had a doctoral degree, 45.2% had a master’s degree and 25.3% had a bachelor’s degree. Overall, 64.4% of participants reported having taught for fewer than 5 years, 25.2% had been teaching for 5 to 15 years and 10.4% had undertaken teaching duties for more than 15 years.

3.2. Measures

3.2.1. Job Crafting

Acknowledging the original framework developed by Wrzesniewski and Dutton [48], we used the job crafting questionnaire (JCQ) developed by Tims et al. [21]. The scale includes 21 items from four subscales: increasing structural job resources (example item: “I try to develop myself professionally”), decreasing hindering job demands (e.g., “I try to ensure that my work is emotionally less intense”), increasing social job resources (e.g., “I ask others for feedback on my job performance”) and increasing challenging job demands (e.g., “I try to make my work more challenging by examining the underlying relationships between aspects of my job”). The items are measured using a 5-point Likert scale (1 = never, 5 = often). The scale’s reliability and validity are well-established [49], and we confirmed its strong internal consistency with a Cronbach’s α value of 0.931.

3.2.2. Work Meaning

Work meaning was evaluated by using the Work and Meaning Inventory (WAMI) developed by Steger et al. [33]. WAMI is a self-report measure that comprises three dimensions and consists of ten items: positive meaning at work (e.g., “I found a meaningful career”), greater good motivations (e.g., “I know my work makes a positive change in the world”) and meaning making through work (e.g., “I view my work as contributing to my personal growth”). The items are measured using a 5-point Likert scale ranging from 1 (totally untrue) to 5 (totally true). The reliability and validity of the scale have been confirmed by other studies [50]. We confirmed its qualified internal consistency with a Cronbach’s α value of 0.892.

3.2.3. Work Engagement

Work engagement was measured using the Utrecht Work Engagement Scale (UWES-9) developed by Schaufeli et al. [39] and adapted for the Chinese context by Zhang and Gan [51]. This self-report measure comprises three dimensions consisting of three items each: vigor (e.g., “At my work, I feel bursting with energy”), dedication (e.g., “I am enthusiastic about my job”) and absorption (e.g., “I am immersed in my work”) [39]. The items are measured using a 5-point Likert scale ranging from 1 (never) to 5 (always). We confirmed its strong internal consistency with a Cronbach’s α value of 0.948.

3.2.4. Job Performance

Job performance was assessed using six items revised by Mastenbroek et al. [52] from the scale developed by Goodman and Syvantek [53]. Another self-report measure, the scale contains two dimensions with three items apiece: in-role performance (e.g., “You meet all the requirements of your position”) and extra-role performance (e.g., “You help your colleagues with your work when they return from a period of absence”). The items are measured using a 5-point Likert scale ranging from 1 (totally untrue) to 5 (totally true). The Cronbach’s α for our sample was 0.906, demonstrating a high level of internal consistency.

3.3. Data Analysis

We examined the collected data set by employing structural equation modeling (SEM) with reliability, normality tests and correlations, using SPSS 20.0 and Mplus 8.3. As described above, Cronbach’s α coefficients were calculated to establish the scales’ reliability. After examining the variables’ descriptive statistics, we used the software to calculate Pearson correlations between the study variables. We then examined the validity of the four constructs, including between-item relationships, latent variables and fit indices. To evaluate the model fit of the proposed research model, we used the χ2-statistic, the comparative fit index (CFI), Tucker Lewis index (TLI), the root mean square error of approximation (RMSEA), the standardized root mean square residual (SRMR) and the comparative fit index (CFI). A good model fit requires RMSEA values of <0.06, SRMR of <0.08, CFI of >0.95 and TLI of >0.95, at 90% confidence intervals [54]. Third, to test the research hypotheses, we made standardized estimates of the path coefficients of the direct effects of each variable, while the indirect effects were examined with the bootstrapping method (at a bias-corrected confidence interval of 95% and using 5000 samples from different bootstraps) [55]. The level of statistical significance was p < 0.05.

4. Results

4.1. Descriptive Statistics

Table 1 shows the means, standard deviations and Pearson correlations for the study variables. From the table, job crafting was positively correlated with work meaning (r = 0.512, p < 0.01), work engagement (r = 0.578, p < 0.01) and job performance (r = 0.531, p < 0.01). Both work meaning and work engagement were positively related to job performance, with correlation coefficient values of 0.415 and 0.602, respectively. Similarly, work meaning was positively correlated with work engagement (r = 0.309, p < 0.01).

4.2. Structural Equation Modelling

As presented in Figure 1, we tested the full model with structural equation modeling (SEM) using Mplus software to examine the relationships between the variables of job crafting, work meaning, work engagement and job performance. We proceeded to run a series of path analyses, controlling for gender and educational degree. All values for the fit indices demonstrated a good level of fit to our model: χ2/df = 2.52; CFI = 0.969; TLI = 0.981; RMSEA = 0.049; SRMR = 0.053. Figure 2 displays the research model estimates, confirming that job crafting had a significant positive effect on work meaning (β = 0.51, p < 0.001), work engagement (β = 0.28, p < 0.01) and job performance (β = 0.59, p < 0.01). Similarly, both work meaning (β = 0.32, p < 0.01) and work engagement (β = 0.46, p < 0.01) carried significant positive effects on job performance. Moreover, work meaning imparted a significant positive effect on work engagement (β = 0.42, p < 0.01). Accordingly, these findings confirmed our hypothetical relationship (H1).
To examine the indirect effects of job crafting and job performance, MPLUS software was used to perform bootstrapping with a sample of 5000 iterations. Table 2 shows the results after controlling for age (p = 0.72) and educational degree (p = 0.54). First, the mediating effect of work meaning was 0.163, excluding 0, thereby establishing the presence of a mediating effect. Second, the mediating effect of work engagement was 0.129, excluding 0, notably less than that of work meaning. Third, we tested the chain mediation effect of these variables. The serial mediating effect of work meaning and work engagement (β = 0.099) was significant. Thus, the findings provided evidence for our hypothetical relationships (H2, H3 and H4).
Overall, the results supported our proposed model and showed that job crafting exerted significant direct and indirect effects on job performance through the individual and serial mediation of work meaning and work engagement.

5. Discussion

This study aimed to provide empirical evidence for the influence of job crafting on job performance among IPE teachers. In addition, we tested the moderating roles of work meaning and work engagement, both separately and in series, in the relationship. Our results suggested that job crafting was significantly and positively related to job performance. Furthermore, work meaning and engagement exerted individual and serial mediating effects on the relationship between job design and performance. These findings carry several theoretical and practical implications.

5.1. Theoretical Implications

First, our study contributes to the literature by demonstrating that job crafting led directly to enhanced job performance [27,31] among IPE teachers. Dan et al.’s finding that job crafting could influence performance levels among firefighters [56] is particularly noteworthy in this respect because the authors linked job crafting behavior, individual performance and organizational productivity.
Second, we provided more evidence that work meaning mediates the relationship between job crafting and job performance. When teachers proactively alter their approach to aspects of their jobs—including tasks, resources, peer interaction or perception—this contributes to higher performance levels both directly and indirectly. Such changes help teachers reset their perception of their work to make it more personally meaningful, a critical factor in improving performance. Among our sample of teachers, increased work meaning occurred as the direct result of job crafting, a finding consistent with previous research [11]. Our results also align with studies demonstrating that work meaning results from individuals redesigning the tasks and relational boundaries of their jobs [32] and that job crafting is a tool for creating meaning that helps individuals to understand their immediate work environments [27].
However, we also found that the indirect effect size of job crafting on performance via work meaning was significant. Job crafting may result in more meaningful work, thereby improving performance and productivity. In other words, people who experience their work as meaningful understand it better and are more productive and efficient in the professional setting [56,57]. The social importance of the work of IPE teachers may make it intrinsically meaningful, increasing the mediating effect of job meaning on the link between crafting and performance.
A third significant finding from this study was that IPE teachers’ work engagement mediated the relationship between job crafting and job performance. Similar empirical support has been reported by previous studies [58]. For instance, job crafting benefitted work engagement among individuals whose work environment required altering [59], and adequate and appropriate job resources were associated with greater levels of engagement [60]. In other words, job crafting behaviors may increase access to resources, in turn boosting work engagement. Previous research has shown that increasing the challenges of work and making additional social and structural job resources available (expansive job crafting) also raised employees’ levels of engagement [60]. People engaged in expansive job crafting tend to experience their work more positively, leading in turn to improved performance [61]. Moreover, the present study’s findings corroborate those of Tims et al. [42].
Finally, this study strengthens the evidence for the serial mediation of work meaning and work engagement in the relationship between job crafting and performance. While this result is obtained from IPE teachers working in China, it supports previous findings that work meaning was positively associated with work engagement and job performance [56]. If individuals link the meaning of work to central aspects of their self-concept, they will engage more closely with certain work activities [62]. Thus, job crafting may be a potential antecedent of the meaningfulness of work, which is crucial for work engagement [63] and, in turn, performance. This finding highlights the need for further research examining the potentially manifold impacts of IPE teachers’ job crafting behaviors.

5.2. Practical Implications

The study’s findings carry practical implications for teachers, principals, policymakers and other educational administrators tasked with developing and adopting strategies that uphold the sustainable development of IPE teachers. Organizational leaders should encourage employees to take the initiative to learn new knowledge and skills in their daily management and provide them with corresponding opportunities to enhance their work autonomy and promote their initiative and creativity in their work, so that they can make proactive changes to their work style and methods according to environmental changes and work requirements and improve their ability to deal with complex and uncertain issues, thus promoting adaptive performance [29]. The findings also attest to the importance of teachers’ job crafting, which should be considered a central aspect of teacher development. From the perspective of career sustainability development, individuals reshape their directed motivation to achieve career sustainability based on their work [64]. In China, the Ministry of Education has proposed the implementation of an AI-facilitated teacher training initiative, and it is vital to inspire teachers to educate themselves bottom-up about new technologies such as AI and to create applications [65]. Organizational mechanisms and programs are therefore needed to foster teachers’ job crafting skills via preservice training, continuing professional development and daily educational practices so that they can adapt to the times by balancing their teaching resources and teaching needs with individual competencies and needs [65]. For instance, educational administrators could help teachers shape the meaning of the work they perform. Schools that attempt to accommodate the needs of their teaching staff are more likely to increase teachers’ willingness to engage and invest their resources in their work.
In China, IPE teachers are now responsible for inculcating people with moral values, and awareness of this responsibility is crucial to the teachers’ attributions of meaning to their work. When organizations provide employees with career-development-related support, such as regular professional knowledge, skills training and opportunities to expand their current career-related social capital, it helps to improve employees’ career competitiveness and professional self-efficacy and facilitates the achievement of work reinvention behaviors, which in turn provides job performance [64]. To support IPE teachers, managers could take job crafting, work meaning and work engagement into consideration as key factors within the motivational process. Synthesizing the practical implications mentioned above, we recommend that administrators provide resources, professional knowledge, means, educational skills training and opportunities for teachers. We wish to emphasize the role of educational organizations in fostering meaning among teachers through job crafting since this increases professional engagement and ultimately raises performance levels. More specifically, our recommendations include improving training policies to focus on job crafting, developing management strategies that encourage stronger performance, promoting educational reform, fostering communication within the community of educators and providing leadership support.

5.3. Limitations and Future Research

The first limitation of this study concerns the sample. Because our sample mainly contained IPE teachers, it cannot be considered representative of all educators. For this reason, further research on teachers of other subjects and different genders and regions of IPE teachers should be conducted, and exploring different samples would help extend these results. Second, although we verified that job crafting has a positive effect on job performance as a whole, the mechanisms by which this occurs remain unclear. Future research needs to better distinguish the impact of different dimensions of job crafting on teachers’ job performance by constructing specific models that include these dimensions.
A third limitation is the cross-sectional study design, which prevents us from understanding whether and how these findings might change over time. A longitudinal research design would allow us to observe some temporal trends in the relationships between job crafting, work meaning, work engagement and job performance in the future. Finally, there is a need to continue accumulating evidence from other countries to test the applicability of our model on a wider cultural scale.

6. Conclusions

The pace of educational reform and a more complex and dynamic working environment have increased the intensity of efforts to improve teacher recruitment and retention. Such efforts center not only on traditional performance management systems but also on guidance to teachers in the areas of job crafting, resource development and meaningful practice. We found evidence for the assumption that job crafting plays a substantial role in performance outcomes. Moreover, our results supporte the idea that increased meaningfulness in work is a common outcome of job crafting that in turn leads to closer work engagement and better job performance.

Funding

This research was funded by the National Social Science Fund of China, grant number 21CKS007.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of East China Normal University ( HR 373-2022).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. Hypothesized model of mediated relationships between job crafting and job performance.
Figure 1. Hypothesized model of mediated relationships between job crafting and job performance.
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Figure 2. The serial mediation model with work meaning and work engagement as mediators of the linkage between job crafting and job performance. *** p < 0.001.
Figure 2. The serial mediation model with work meaning and work engagement as mediators of the linkage between job crafting and job performance. *** p < 0.001.
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Table
Table 1. Means, standard deviations and correlations.
Table 1. Means, standard deviations and correlations.
MeasuresMSD1234
1. Job crafting3.250.5691.000
2. Work meaning3.040.5210.512 **1.000
3. Work engagement3.690.6750.578 **0.309 **1.000
4. Job performance3.560.5720.53 1 **0.415 **0.602 **1.000
** p < 0.01; N = 536 IPE teachers.
Table
Table 2. Bootstrap analyses of the significance of mediation (controlling for gender and educational degree).
Table 2. Bootstrap analyses of the significance of mediation (controlling for gender and educational degree).
Model PathwaysEffect95% Confidence IntervalPercentage
Boot LLCIBoot ULCI
JC→JP0.59 ***0.5360.591-
JC→WM0.51 ***0.5210.586-
WM→JP0.32 ***0.3750.408-
WM→WE0.42 ***0.4310.487-
JC→WE0.28 ***0.3260.419-
WE→JP0.46 ***0.4520.493-
JC→WM→JP0.163 ***0.2010.27321.6%
JC→WE→JP0.129 ***0.1690.21617.9%
JC→WM→WE→JP0.099 ***0.0420.09314.3%
*** p < 0.001; N = 536 IPE teachers; JC, job crafting; WM, work meaning; WE, work engagement; JP, job performance.
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Shang, W. The Effects of Job Crafting on Job Performance among Ideological and Political Education Teachers: The Mediating Role of Work Meaning and Work Engagement. Sustainability 2022, 14, 8820. https://doi.org/10.3390/su14148820

AMA Style

Shang W. The Effects of Job Crafting on Job Performance among Ideological and Political Education Teachers: The Mediating Role of Work Meaning and Work Engagement. Sustainability. 2022; 14(14):8820. https://doi.org/10.3390/su14148820

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Shang, Weiwei. 2022. "The Effects of Job Crafting on Job Performance among Ideological and Political Education Teachers: The Mediating Role of Work Meaning and Work Engagement" Sustainability 14, no. 14: 8820. https://doi.org/10.3390/su14148820

APA Style

Shang, W. (2022). The Effects of Job Crafting on Job Performance among Ideological and Political Education Teachers: The Mediating Role of Work Meaning and Work Engagement. Sustainability, 14(14), 8820. https://doi.org/10.3390/su14148820

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