Abstract
ABSTRACT Job crafting for teachers has garnered increasing attention in recent years due to its significant influence on teaching practices and course processes. This study examined a six-year faculty development program (FDP) at a Chinese university to explore the relationship between feedback-seeking motives, teaching reflection, and job crafting. Drawing on Event System theory, questionnaire data from 110 participants were analyzed. The results indicated that FDPs can trigger specific feedback-seeking motives among teachers. Performance-enhancement motives for feedback-seeking were found to positively influence job crafting, with practical and cognitive reflection serving as full mediators. However, the effects of impression-management motives on teaching reflection were not supported, though the mediation effect was confirmed. These findings offer both theoretical and practical implications for designing effective faculty development programs and contribute to a deeper understanding of peer feedback, teaching reflection, and job crafting for teachers.
Published Version
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