개인, 직무, 조직 수준에서 중등교사의 잡 크래프팅 관련 변인의 구조적 관계 분석

초록

This study examined how secondary school teachers’ sense of calling (personalfactor), job autonomy (job factor), and perceived organizational support(organizational factor) influence adaptive performance and psychological burnoutthrough job crafting. Survey data from 202 teachers were analyzed usingStructural Equation Modeling (SEM) and PROCESS Macro (Model 7). Results showed that both calling and job autonomy positively predicted jobcrafting, which significantly enhanced adaptive performance. The mediating effectof job crafting on psychological burnout, however, was not significant, indicatingits limited role in reducing emotional exhaustion. Perceived organizationalsupport strengthened the indirect effects of calling and autonomy on adaptiveperformance via job crafting, but no moderated mediation effect emerged forburnout. These findings suggest that teachers’ adaptive behavioral outcomes arefostered when organizational support helps translate personal and job resourcesinto proactive job crafting, whereas emotional recovery relies more on intrinsicresources than on organizational conditions. The study highlights the need foran integrated support system that balances autonomy, organizational support,and emotional safety to promote both effective job behavior and well-beingamong teachers.

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