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Ss insrament 13 Teachers Crafting Job Crafting Joseph Falout and Tim Murphey Finding posible ways to make work 7 1k more meaningful can conte to ‘hepsychologia wal bingin he jobs and Ineo ngage theo the student. This study took an approach from poste pychooge ‘hich nis iow pepe inane a weg of seting descriptive, eather than preserpe, eeaeh ligne wl dob crafting happens when people nake aero in the onrenon tasks tlatonships and role involved wi the works bene ictnely more meanigfl tem Wiese 201), Than eee ‘ayteaches oth re achieving crafng became fe oak ovr ay, Fhesaond fnew ype hangers oto rating among acer cul prt of mar meng These focates were investigated, wvesti 1, respectively, by two phases. In Phase 1 At language teachers rom around he word dseobed hasbeen thee job that goes beyond the basi Job deserpion and pees hee ace Ineanigflne. Thi eaponses were steno lz dsctpe eb cay shin fos capris, For Phase 2, we ee hs normatin ike ong nal respondents who had sid they were Interest n the rete aE then pond tour ute questo south estoy teed yt jo crafting in eath ofthe categorie They sho poe with hee celessonson the esech ett om Phase ae ecg ssags hac hain descpuons of betting among eae aa 4 dfeenc othr own meaning mang abou her won, he he sir ialpceisan examplect how teacher camp ech oe lo greater ob rafting. As our tile sugges, thay Became s to teachers who were crafting their job crafting, ictal Meaning and Job Crafting People fel their lives fal whe are meaningfel when dhey ate investing theie costs in somthing hy vale and pret ha hens (4, Compton & Hoffman, 2015: Lope ta erally inlfchar been found to contac toa wide ange of see212 Language TesererPaychoear (e.g. Fredrickson, 2003}. Ie also appears to be strongly connected to a sense of purpose in one's career (Steger & Dik, 2008). The meaning,teach- cers make in their ives, particularly in thie jobs, is important asi cor utes co their overall well-being (Chan, 2009, 2013), Furthermore, a sense of purpose can also be positively reflected in teachers’ approaches to their ‘work, particulacly in the care and attention they give to their daly tasks (Albuquerque et al., 2014), “Meaning is one of the primary elements of wellsheing in one of the ‘most prominent conceptions of positive psychology, Seligman’s (2011) acronym, PERMA. This stands for Positive emotion, Engagement, posi- tive Relationships, Meaning and Accomplishment (or Achievement) Meaning also appears in Oxford's (2016) recently proposed framework of ‘well-being for language learners, called EMPATHICS, which relates the cognitive, emotional and behavioural intercelationships of: Emotion and Empathy; Meaning and Motivation; Perseverance, including resilience, hope and optimism; Agency and Autonomy; Time; Hardiness and Habits ‘of mind; Intelligences; Character strengths; and Self factors, including Seli-eficacy, Self-concept, Self-esteem and Self-verification, Meaning- ‘making in language edueation can signify making sense of, giving expla- nations about or attaching values to experiences. Teachers and learners ‘make sense oftheir experiences co-constructively. For example, learners ‘make sense oftheir learning from the small experiences to the trajectories of their language development ~ including the challenges, suffering and ecstasy ~ and listeners of such learner narratives, notably teachers, also make meaning from the learners’ experiences (Oxford, 2016). “The concept of meaning in language education is increasingly becom- ing recognised as ceucial because meanings made ‘inside and between the people in the classroom (Stevick, 1980: 4). These interactions in their classroom life cheir individual psychologies and their capacities to value and participace in making a positive difference in the world around them relate to a whole range of goals, needs, processes and desires, as explored in the recent volume, Meaningful Action: Earl Stevick's Influence om Language Learning and Teaching (Arnold & Murphey, 2013). Meaning in the language classroom is therefore derived from and invested into cre- ating social harmony, as atcested by the turn of interest in applied linguis- tics towards classroom atmosphere, group dynamics, community, learner voices, embodied and extended learning, agency and trust (Arnold & Murphey, 2013). Through such social dynamics, meaning influences che psychological well-being of language learners and teachers at school and in theit out-of-school lives. Regardless of occupation, education, salary and occupational demands, the reasons people give for working cocrelates with the mean ingfulness they find i thei jobs and overall lives. Their main motivations ‘can be oriented towards a job (working for the pay cheque), career (work ing for advancement up the career ladder} or calling (following a mission to benefit others and co make the world a better place). Working for a calling, compared with working for a job and career, relates significantly to greater job performance, job and life satisfaction and physica health (Wrzesniewski et al. 1997). Even ifthey think ehey do not have a calling, people can modify their approaches to ther jobs to create greater meanngfulness and psycholog. cal well-being (Wrzesniewski, 2016; Wreesniewski &¢ Dutton, 2001). This is job crafting. Is happens when employees do ther job diffeency from how itis supposed tobe done, by large or small measures, particularly as expected by the employer and stated in job descriptions, manuals and guidelines. In job rafting, employees customise the work by recontigur ing: (1) the boundaries of ther actions; (2) the nature of thet interactions among the people there; and (3) the navare oftheir job identity or defini tion ofthe role. These cree forms ofjob crating are knowa, eespectvely, as task crafting, relational crafting and cognitive crating. Job crafting includes rformulating usual job procedures, choosing newer procedures and opting out of others I also involves reframing one’s identity om the job and ceasoas for doing. The degcees vo which people enjoy augment ing thei work (ie. affect), fel the power and deste ro doi fe, agency and motivation), and imagine beyond the norms of who they ate on the job (ie. identity) can determine whether they even try job crafting (Wezesniewski & Dutton, 2001) ‘When employees who normally view their work as a job or eareer customise the moments hey have and the efforts they make with one of the theee forms of job crating, they begin understanding that there may be ways for chem ro culkivace purposefulness. They believe theic jobs are improvable, that they are capable of performing better at work and attain- ing greater job and life satisfaction. This occurs in connection with che belief chat other people's lives are improvable or that the suzzounding ‘world can become better. Employees can become hopefl, feeling they are stciving cowards something greater than themselves. Thus, meaningful ness in work can happen inezementally through what is known a3 3 sgrowth mindser(Dweek, 2006). Furthermore, the reasons language teach cers work can be multiple, flexible and complex (See Hiver etal, this volute). Thei identities ean likewise be aulkipe, influenced by roles and relationships both inside and ouside school, and inform meaning-making in teaching and determination o stay inthe profession (Werbiiska, 2016) Therefore, motivational oriencations of work for teachers concern a com: plex flow of dynamic meaning-making (Figuee 13.) and incremental job crafting through a variety of small ways overtime can help teachers sus tain the psychological benefits of having calling chroughout the ups and clowns within trajectories oftheir teaching and the course of thee lives. Specific descriptions of ob crafting come from a range of professions (e.g. Wreesniewski & Darton, 2001), However, we found lite in the lt erature about how teachers do job crafting. Weliman and Spreitzer (2010)eC E I Tob Career Calling reqived for completed avtnomeus choles GaP chone” fee fac hepiy shes a me raneton Sed the weld aN hiererchiel allances for coring bonding, Belonging X 4 PM pre- relative Sh ea-constructed Constructed Ya others’ with others and with the Identities the world beyond. ton the self Figura 13.1 Complex flow dynamics of meaning-making use their own casual observations to illustrate a few examples from the academic feld of organisational behaviour. For task crafting, one of cheit colleagues took on anew challenge of creating a computer-based teaching, simulation to research reciprocation in networks, in which his students -atually participated for adding experimental data, bt afterwards were found to behave more altruistcally towards each other in the classroom. Another teacher from a business school took on an additional position as, an administrator and reinvented herself as a leader ofthe school. For rela tional crafting, one scholar researching burnout with at-risk individuals spent addicional rime with the participants to teach them coping strate- gies. For cognitive crafting, one ceacher challenged his students with a course project of raising money fora charicy. For each case, Wellman and Spreitzer (2010) asserted that job crafting brought increased personal ‘meaningfulness to everyone involved, be it teachers or students, because they were helping to improve the lives of others. A study (Leana eral, 2009) involving 232 teachers and teacher helpers 2262 childcare centres used scaled questionnaices, open-ended interviews, nixed focus groups and independent observational raters to asses the job performance and psychological benefits of those engaging in job crafting. The study presented robust evidence chat individual job crafting (i.e. by oneself) and collaborative job crafting (ie. by mutual decision making among colleagues within the workplace) are two distinct constructs. Moreover, ie found that chose engaging in collaborative ob crafting, as opposed ro individual job crafting, engaged insignificantly higher quality care in children’s personal and academic needs and experienced signifi cantly higher levels of job satisfaction, job performance, job attachment and commitment ro organisational aims. In short, teachers and thei help ers, in collaborating to alter what is expected of them by the organisation, even to the extent of bending the rules at times, wound up providing more for the students on a daily basis in ways that aligned with the overarching, goals of their employers. What they specifically did for job crafting, how fever, was nat reported The primary motivations for the presene seudy were to find out for ‘ourselves haw teachers are job crafting in language education, and shen to share these examples with other language teachers, with the aim of inspir- ing us all with ways we might create more meaningfulness in our profes- sional work and overall lives, Methods “This study was conducted in two phases. Inthe fist phase we gathered escriptions of the different ways the participants reported doing job crafting, In the second phase we sent a summary of these descriptions back to all the teachers who had said they were interested in the Pha results, The specific methods for each of the two phases are presented in their respective procedures sections. Procedures: Phase 1 Participants A total of 44 teachers participated in Phase 1. Table 13.1 shows the Aetails of their circumstances at the time of responding, Instrument find whae works in thers to make more ers who found ‘We aimed for a positive psychology approach making mesningin language teaching and to inspire te meaning in their jobs. Therefore, we wanted to attract meaning in their work, but we did not want so exclude teachers who could not find meaning. Als, we recognise there is potentially a great range ofTable 13.4 Pertiipant cumstances ‘pacers crafting ob Crating 207 This heading was followed by ten questions (Table 13.2) ro assess the extent to which participants were experiencing meaningfulness in cheit hing. The first question, in the present perfect, ‘I have experienced great meaningfulness as a teacher’, was intended t0 elicit a eudaemonic appraisal, meaning a summary of things up through now that would relate to the degree of job satisfaction. The questions that present tense, were to help decermine in which situations teachers Table 13.2 Areas of mesningfulnes for teacher job crafters a veton Ta = Siemareirtipe steko eater thes San ‘One category of the above (teaching nd 703 ag ns sa he abv enchig 3s ‘Mey Men 50” ‘Slemes Rios ethene ¥ » (1) Fhave experienced great oo 320 080-038 138, taqemaninguy © Mesningfubessheppens AaB 332 OTT Tes languages above reasons to teach and ways to find meaning in teaching, In considering all this, we intended to appeal to those who both had found and had not found ‘meaning in teaching. The questionnaire thus began with the heading: A call for ‘teachers with a calling’ stories and those who wish to have a calling Although we did noc wish to elicit negative emotional responses ~ and in fact just the opposite; that of hope ~ we ean now see problematic effects from the wording of this heading, including an unintended idealistion of having a calling. The goals not necessarily having a calling, but managing the psychological resources one hasin order to create meaning, and to incre tally maintain one’s resilience (ef. Hives, this volume; Kostoulas & Lammeres, this volume) in meaning-making in teaching, (@ Mesringlabesshappew joi WO os! zo @ Mesningfneshappew [amg 259 Ion ONT 10) Meaningtunes happens | 23 hare teaching dee waheters tray Notefour pln kar cle fray arnever,2~zamtinay,2 replat, Avery quentcurrently find meaning, such as when interacting with students, teachers or administrators, of when presenting teaching ideas or publishing esearch, These questions were also intended to help prime the partici pants’ thinking about what brings them meaningfulness in veaching. Then {questions were given to gain the demographics of the survey population, In the next part of the questionnaire, we summarised the benefits of teachers seeing their job as a calling (Leana et al., 2005). We explained to respondents that we intended to use their stores of how they make theit work purposeful in arder to benefi ather teachers, Then came two short, exemplary descriptions of job crafting in altered tasks (Le. changing the work of simply making language cess into a chance of including reading ‘material for teaching healehy habits of living) and roles (ic. changing self- perception from a teacher of language to a teacher of making worldwide iciendships) Finally, the core part was an open-ended question, designed from interview questions in a job crafting study conducted by Berg etal 2010), which prompted: ‘What things do you do in your job that goes beyond the job description and thar you think gives your job meaningfulness? (please describe as many things as you can in your tasks and roles) The questionnaire concluded: “This research is anonymous. If you would like co receive a surnmary of this research and tips on how teachers make their work more meaningful, please leave your name and email address?” The last question asked whether or not participants were willing to answer follow-up questions. Thirty-seven (84.1%) indicated hey were indeed willing, and 35 (79.5%) included contact information; these latter pactici- pants became the base population for Phase 2 of this study. Procedure Within teacher circles, the questionnaire was sent by email and passed around on social network sites by contacts of the authors. The data were collected over a period of five weeks, then read multiple times. Few responses explicitly involved cognitive erafting, in which teachers men tioned their job crafting oles: one wished to bea ‘better teacher's another expressed the differences in meaning between duties as ‘homeroom teacher’ and ‘language teacher; one was an International Relations ‘Committee member; ane said ‘lifelong learner’ and ‘friendly but not a Friend’, two mentioned other areas of teaching experience (maths and his- tor9); one mentioned a former profession in business; and one talked about the student role in becoming ‘a bette citizen in our community Meanwhile, job crafting descriptions involving actions, activities and relationships were given in so much detail ~ and sometimes elaborated swith abstract reasoning, pedagogies or ideologies ~ that we found it d ficule to accurately and meaningfully capture it all in categorical summarisations short et could often be reformulated into roles. For example, ‘ounsel guiding students could be intited as teacher as counsellor and guide and modelling and discussing the learing proces’ became teachers fle model. In this manner, we could infer roles these language teachers hed taken on, and this we determined thatthe cich and varied esciptons setvties could be moreealy captured and presented as rls, Ate em readings ofthe data, 12 distinct roles emerged from our coding cor These were then grouped by similar ype and given metal label Results: Phase 1 This study was designed to investigate what works well for teachers, specifically in terms ofthe things they do in theie jobs that go beyond the job description and that they think give chei job meaningfulness (ie. job crafting). However, chree participancs (6.2%) did not provide arewers about job crafting. Also, they responded having low-to-no levels of ean ing in their work (Table 13.2), indicating they found little purpose in teaching, One participant’ self-deseription was that ofa ‘mercenary’ (the only non-job-crafting role mentioned in the survey), as teaching English ‘was only 2 means to make a living, and this eeacher planned to leave dl profession soon. Another participant answered the open-ended job craft ing question in one word: ‘nothing’, while the last avoided answer:ng by instead asking: ‘By what metrics do [job crafting] teachers teach better and become more productive’, to which we can refer inquisitive readers to Leana etal. (2009), Our seudy was not tailored to investigating why teach ers feel a lack of meaningfulness in cheir work, or wish to avoid describing ‘what gives their job meaning, alchough such research in the future would certainly benefit the field of teacher psychology, Forty-one participants (93.2%) responded chat they found meaningin of their wore, notably by interacting with students and seeing their progress, with a skewness towards experiencing mean. iingfulness very frequently. Their solid ideas and, in many instances, detailed descriptions, provided raw data from which we derived the roles that these teachers take on (Table 13.3). The only arca surveyed in which meaning was not found to happen often was when interacting with admin. istrators, and it was che only question missing a response (Q8, = +0) These roles are not discrete; thece are many overlapping qualiti among the roles, not only within but also across the four categories, Moreover, taking on multiple roles at once is possible if not usual many teachers. Given here are descriptions of language teacher job crate. ing. Note: orthographic infeicties, grammatical choices and other devi tions from editorial style (often attributable to busy days and imperfe typing software) were k220 Language Advisors Advisors volunteer to explicitly teach language learning and use, sometimes advising for specific purposes or situations, suchas hunting for jobs or conducting research, Respondent #1: I want students to have » hands-on experience of what learning about. For example, in my nutrition castes, after doing ow food movement, which {created from authentic materi als, | have students come to my house and we all cook lunch together Those an English club in my office and ger students ro volunteer for activi ties that [think will benefit them, such as ELT conferences on campus, ot rmulticue Respondent #9: I open study groups or individualized tutoring sessions ‘Through our chose chances can understand my stadents better and help them in a way that Ieaa's do ina lagge class setting, Guiaes Guides show what is possible through examples of what other people are capable of doing and of what awaits students in the wider world beyond the classroom, They point out pathways beyond for the furuce self-possbility of arriving at physical locales or metaphorical states of being, Respondent #14; We frequently have classes outside the classroom in ‘open air spaces, squares, the beach, che park even on the street where we practice giving directions or treasure hunts. Respondent #40: I'm doing video interviews with graduates who are stadyingiusing English in Japan or overseas. Giving them a chance to share their story (in both English and Japanese) is inspiring ro me (| see how far they've come) and a chance for current stadents to see how far they can go. Re dels They consciously set examples in thei characteristics and appeat ances. They remember that their personal example can students learn language and live life, Respondent #26; eat for my stents on 2 personal evel and make that my teaching is not limited within the classroom walls. ey £0 1 myself a3 an example ofa lifelong learner to mocivate them to study Respondent #34: On occasion [let my hair down. In Latin America, rales have short hai, hur now some of them are trying to compete with ime (good luck, I from Hawai’), and they all have eacned the ‘Shaka’ hand sign which means to Hang Loose’, They're starting co understand that ‘Aloha’ isa greeting for coming & going. Creators Creators appeal to the creativity and holistic aspects of their students \_/ a5 well as bring their own various talents into teaching. Time-honoured Practices and new technologies bath come into play. Respondent #14: I always teach with an open mind so even though I plan sy classes, ifthe students interest lead us eo other topies, grammar points ot activities V'm exible ro change. I try co engage students with Aifferent kinds of activities where they can practice all kills and also to perform creatively by singing playing, acting, listening to music, watch ing videos, painting 2nd discussing ideas freely. Respondent #39: When I create an activity and learn that it needed to be adjusted to ft che students’ needs and I se how that adjustment positive affected my students’ earning and partiipation inthe activity Intermediaries Intermediaries act as social network builders among classmates and even beyond the classroom walls. They act asa conduit for students inter ests and mediate social spaces for seudents’ growth, Respondent #8: Facilitstng new friendships fr students from around the globe and knowing chat these connections may last lifesme for my stu dents brings a high degre of satisfaction, Ihave had the pleasure of teach. ing seudents from every continent and most major people groups. This slobalization being realized within the confines of my classroom has besn 3 Much loved hallmark of my teaching career, Respondent #7: When there was no teacher yet having idea of sending students to do a voluntary service activities, I myself had that kind of challenging idea of raking students abroad, In fact, I managed to help parents truse ther chiléren to go. l also used wo challenge my students. have a kind of teleconference through skype on certain projects done rogether with our parteets abroad Teachers of more than language They act as culeural informants and they raise awareness of local and global problems. They also consider themselves to be teachers of practica life skills, critical thinking, community and global citizenship, and more, promoting student autonomy, voice and empowerment. Respondent #27: I realzed that teaching civics in a disadvantaged com: ‘munity was so empowering to them, These are students who are caught to fear or hate the justice stem. But, they are also students who wil likely interact with the goverrment more often than most. Having students ask about slavery and imnigration and the many injustices in American History gave them (and me) new perspective. Much tothe dismay’ of their ther teachers, I'm suze, | wanted them to challenge what they had always been told was true in ths US. T want chem to ask the tough questions. But, more importandy, I wanted them to ind their own answers.Respondent #35: Teaching che students how to search for good quality formation, how to effectively weigh up differing points of view on a topic and how to critically assess the information thas was provided t9 them on the internet and by the media was an inceedibly powerful thing. The students seemed to marure before my eyes as thele projects peo agressed and, date [ say it, ured from being rather passive, accepting adolescents into informed, passionate and questioning young adults. And their English improved too! Companions ‘Companions share theie own personal information when considered appropriate and provide compassion when needed. They spend their fee time with students ia many different spaces, opening up their offices and ‘even homes for social activities that often relate to the learning in class, Respondent #16: Interact with svudents outside of class: have tea together 264 group or individual students, assist with English (from class or not) when not in elas, diseuss each other's cultute, and show an interest in thei lives, language, and cule Respondent #43: .. | sometimes talk with my students during a break and afterschool, For instance, things they couldn't understand in the class, something they are interested in, how to study English, and so on, T chink thar is imporcane to enhance cheit motivation for learning Tanguage. Devotees Devotees show appreciation and dedication to ther students, Devotees believe in their students and make a poine in Jeting them know about it Respondent #4: | give achievable challenges to students who may have not felt much success with English before, and I pease them (good! nice! ineorestng!), and gradually, they gain in how much pride, confidence and fun they have while meeting new challenge Respondent #32: I was discouraged by the education system during my first year of teaching. I el like the system both placed an undue amount of pressure on students and judged them arbiteaily. I found meaning in the job once I was able co see past che curriculum and realize thatthe classes were more ebout the peoplein the room than the material we were Supposed ro cover. The most meaningful thing for me was realizing that dents fle the same way and that by making s connection, I could er system, Psychologists Peychologists are concerned with the internal world of learners and their potential growth as leazners and as human beings. They help stu dents adjust to learning or living in new situations and to emerging learner identities and values. Respondent #8: The institution at which I work isa small school so ier action with the students can be quite close at times so we ae able co keep ‘elatively close cabs on student performance. This allows us to recognize changes i behavior over time. We also meet with a portion of the st seach semester to monitor theit adjustment and performance. This gives us a chance ro take steps to work wits students who are having di ficulties. In more chan one case, 35 a resut of these meetings, I've been forwunate enough to have seudents test meenough ro confide in me about dificulkies they are having, Respondent #30: By addressing the meacognitive processes we go through, we can demonstrate that even experts experience failure and that healthy learning comes from reflecting onthe processes and consi ‘ering strategies or behaviors that we can use co achieve better outcomes from our efforts... [find meaning in setting up the classroom conditions for stadents to experience cognitive dissonance so that they caa practice learning in a thoughtful way and so that they can explore new ays €0 think theough learning. In many ways, chink of myself not as 2 teacher ‘of content of of language, but ofthe learring process. The students are the ones doing all the work, Not me, And when I see chem improving their self understanding, iesends tingles up my spine. That's what makes this profession a way of life rather than a job. Whnesses ‘Witnesses feel rewarded from observing learner development in 2 myriad of areas. Although they may not always se the progress they want to see, they have future hopes for their students. Respondent #10; As language teacher, I el the sense of meaningfulness when + Tee che students do not stop talking English unless pura stoppe + Tsee the students keep talking about the chings they learned even after the bell Task for questions and get immidiateresponces. + Lee the students great outcomes, for example, in writing essays making speeches/presentations, or even in English proficiency ees such a8 STEP test + Igivea questionairn self-esteem. + Thear that the students Ttaughe keep ive answers about students and ste pos) sing English in their life or Respondent #29: Many times there is joy in th “fallin love’ with learning. Iris an honor for me to ea ning... Together allstacent Practitioners in progress They view their teaching skills and accomplishments progress, They arestrivers and survivors in tie face of dificu! ut various career challenges, highlights and stages. les theough-Respondent #28: [always apply new ideas and ex; h notions I've picked up mosely through interacting with other teachers ‘online or eading books/aetcles in ELT Respondent #40: far bat there iss ken 9 yenes of tweaking my progeam to get this ‘more to chang Teacher trainers They voluntarily work with other teachers for improving tesching, They conduct their eraining from informal to formal settings. Respondent #2: I took times twice a week to rain the teachers assistant in my school co speak better English and ro leaen about Montessori I ian’ school program, just my ov, Respondent #11; Sharing good teaching resources ro as many teachers (chat I can reach) a8 possible, doing research and many other profes sonal development activities to become a better teacher tomy students and help other teachers (who have or wish to have the calling) to do the same Procedures: Phase 2 “To recap Phase 1, we collected descriptions about how the participants make their work meaningful. From emic readings of their descriptions, we determined 12 roles that could capture how they formulate or approach their task (i.e. task crafting), interact with others i.e. relationship craft- ing) and perceive their identities (i.e. cognitive crafting). We looped these 12 descriptive roles back to the participants in Phase 2, with the hypotk- sis that reading about their own job crafting and that of others would help them co appreciate what works in meaning-making, if not to inspize greater job crafting, Participants veableness to in Phase 2. 1ase 1 who indicated age 1%) actually respond: Of the 35 participants from P answer follow-up questions, 13 (37 Instrument ‘The Phase 2 questionnaire, following the procedures of critical par y looping (Muxphey 8¢ Falout, 2010), first looped back the Phase 3.3, which gave an overview of the 12 zoles of language ther job crafting. The first four questions were for assessing to what extent the participants fele they were job crafting in each of the four cat egories of roles. Then two open-ended questions were for providing feed back from the participants about this study ‘results in Table Table 13.3 Meaningful roles of an uae Show earners where thay an poly a0. shyly ar Heong tere Bld personal eatinahine withthe aden raise eres te intral word of todas Pl Sdhotend gov Results: Phase 2 ‘The participants, on average, felt chey perform job crafting in most role categories somesshat regularly in theie daily work (Table 13.4). Not all participants in Phase 2 responded to the open-ended questions, but here we provide every Jing that we did receive, without any expurgetion cor other manipulation, and so answers are presented with integrity, including orthographic infelicties, grammatical choices and other devia. tions from editorial style (Tables 13.5 and 13.6) Crafting job crafting How people view the meaning of their work may be more influc ‘on their satisfaction with work and life than their salary ot job pi ( Wreesniewski et al., 1997). Even if the nacute of the job is not meaningful to an employee, aspects of the work can become more meaningful when the employee reformulates and transforms given tasks, relationships and roles. This isa process known as job crafting, which also corresponds toTable 13.4 Frequency of job crafting in four categorlcal oles (a= 13) ‘veson Mean SD Skeets Kurtis eur day wo? x (@ How mu de youtsslyousa va wonderin e810) 018 NotrFoucpoln Ra xl =r orev 2 trates 3 = regu 4= very equ psychological well-being (Wezesniewski, 2016). The present study pro- vides descriptions of job crafting about actual ways language teachers are making alterations eelated to their work that makes them feel mote pur pposeful in what they are doing and more useful to others than if they had simply done their teaching duties as given. These ceachers suggested that they have increased for themselves the complexities of theit work and positive affect cowards it (€f. Gkonow & Mercer, this volume; Gregersen 8 MacIntyre, this volume), the agency and motivation to make these changes (cf, Hiver etal, this volume; Sahakyan et al. chis volume; White, this volume), their resilience (cf. Fiver, this volame; Kostoulas & Limmerer, this volume) and the diversity of their own teacher identities (ef. Li & De Kosta, this volume; Varghese, this volume). ‘The primary focus in these adaptations to their jobs appears to be in the relationships with their students, as can be seen in the results (Tables 132 and 13.3). Few descriptions involved other colleagues, and none of Table 13.5 Q5: What roles might be missing and in which eategory might theyboelong? postive ate owar enjoying aring wth student They djoyin entering do's andy ding so ey ey theses ng darts, ugh ay pate |) Transtermer > reirvertorSomecne we sable to take 3 fresh approach Yo an existing c exungea RIOT gatror een rane ores. hink an important aspect ef my ob to bea postive exampie ofan Amer Sha acres tht esnars might Rave {able 13.6 Q6: Whatdo you think about this research? 1) The qudkginge of your researc hz andy gun mea ane to reorder wh ("Siow rd neta hed, ty aren ere ution a Steers cig ay nig ete re eed ran lame nsession ar eae rte nein tana Fron eertswlasa roa osx erseig enn as Sa WL erioved the reflectivity it brings {5 Hoo hat han answer some of my pandering abou who am asa techee «tcl cach ope hat woul help rynein edueton oF 67a fr gonts the teaching because teachers ar Wainng and preparing ster for ie and @ vane ‘foal inaeutions (eg onto, vending rsecurty sa) Addionally, one ofthe poriipants mentioned mentors, and only one participant mite shout dent patens (Respondent #7 nthe Intermediaries exan- i Howeren deperonaiaton from scodens and colleagues may be eral asa major poychologial risk to teachers, especially those who Fexe hosonto teach anliveabroad (Falout, 2010), Moreores both demo ‘hips wd students and colleagues, a eported in one stay of75 English caaltors from ten counties around the word (lout al 2012. Teachers weet belonging may want to consider three further approaches a8 Caer ee Goudy a ensesag wit olengues ad ores ise and Stride school, by aking for help sharing resoness, teaching in teams and arceing everyone daly () imagining whats possible for one’s sel, vith Tonclses online communis and books; and) aligning wth exis nd impic loea values, ales, customs and courtesies. “The job ceafting data from this study are oot intended tobe compre hensive ox prescriptive; rather, these examples of creating more meaningin language teaching are for descriptive purposes. That i, we presen these des for ote reaches fo compare snd conem what works fr them, and perhaps 0 choos for hemttes what they mip wc toh itismporentonte tha different eachers have diferent waysof Bing tmeanng, Whut work for some athens might not work for eter tac Iight be sandard in other contexts, Furthermore, eachers cannot be txpectedo do everything o eal Teachers rom tha sedy reported ha they could do job crafing often, but not dl. These teacher may also have had mor ane tan other teachers odo things beyond the job description that make teaching fel more purposeful, However, ob cae ing involves evaluating whats possible foreach individual to change he balance of reponsblies, focus of goals and means of accomplishment, 2s wal 4 understanding the implications of shaping work experiences towards wha the individual hopes to enjoy (Weeesntews, 2016) Limitations and Invitations More work could be done in ucure studies by improving the question naire, dispersing i to wider groups, and collecting different types of data such as observational data on teacher performance of longitudinal data on dynamic trajectories of job crafting, Pethaps also a study on student job crafting would reveal further possibilities in the work of learners. To teach- ers reflecting upon the present research and looking for greater meaning in their work, we suggest they can promote more effective action raking, rmeaningfuliness and dialogue by forming theit own groups to share and study the kinds of job crafting thac work for them in their circumstances. Conclusions Positive psychology studies the well-being and che well-becoming (durphey, 2016) of people to nd sratepies, beliefs and activities that tight help others increase and spread postive psychodynamics. In this chapter we presented the positive perspectives of language teachers who often work beyond their job descriptions in way that bring them mean infin, We mun they ao hae ad bd ay, ie mos of ad ie We teachers areal on dynamic trajectories of fb crafting and Yearning and may at times be lose with seemingly lle or no meaning, Thus having {calling does not mean we are noc challenged and do ot face adversity, and not having calling does not mean that we are without purpose, bic from job crafting we ean crete resilience, hope and optimism. So we muster ourstength co weather hard ines, Knowing deep inside there wll be beter days ahead, and continue to sek ofl our work and lives with meaningless. Acknowledgements ‘Our appreciation goes to the teachers who inspired us by sharing their stories and comments for this research, and to the editors who helped us Craft this chapter, We also extend gratitude co Tetsuya Fukada for techni- cal support in gathering the data and looping it back to the teac References Albuquerque, de Lima, M.P, Matoe, Mand Figueiedo, C. (201) Work mates Wodk Foewonal projets aod che idiosyncratic Linkages Between tes, ewaimonic and Fedonic wellbeing Socal Indicators Rerarch 15, 885-906. Acncld, J and Murphey, T, (2013) Meaningful Action Earl Stevit's Inftuence om Language Learning and Teaching. Cambedge: Camriye University Pres Berg, J.M, Weeesniewsky A. and Duton,J-E (2010) Peresving ad responding 1 chal icngesin job eratogiferenceanks When proaetvy requires adapiviy. 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