Job crafting, perceived organizational support, and well-being: Enhancing teachers’ work engagement under China’s double-reduction policy

In this study grounded in the job demands–resources model, we investigated the relationship between job crafting and work engagement of teachers in China following the implementation of the double-reduction policy. Participants were 2,090 teachers who completed a self-report survey. The results revealed that job crafting was positively associated with work engagement among teachers, and perceived organizational support and workplace well-being not only served as independent partial mediators of this relationship but also functioned as chain mediators. These results underscore the importance of school administrators addressing teachers’ professional needs by providing recognition and support, which are essential for fostering sound mental health and facilitating smooth professional development.