Abstract
BACKGROUND: Work engagement, job crafting, and job satisfaction are key constructs in organizational psychology, yet their temporal dynamics remain underexplored in the educational context. Understanding these processes among teachers is critical for sustaining well-being and professional commitment. METHODS: A three-wave panel time-lagged study was conducted among Chinese primary school teachers over a six-month period in 2023, with two-month intervals between waves. The initial sample comprised 1,618 teachers at Time 1, with 1,440 retained at Time 2 (89%) and 1,180 at Time 3 (73%). After excluding incomplete responses, the final analytic sample consisted of 1,146 teachers, yielding an overall retention rate of 70.8%. Path analysis was performed to examine direct and indirect associations, and model fit was evaluated using multiple indices. RESULTS: The model showed acceptable fit (χ2 = 798, p < .001; RMSEA = .041; SRMR = .033). Work engagement at T1 predicted job satisfaction at T3 directly (β = .66, p < .001) and indirectly through both individual (β = .05, 95% CI [.03, .10], p < .001) and collaborative job crafting (β = .07, 95% CI [.06, .12], p < .001). Work engagement also predicted individual (β = .58, p < .001) and collaborative job crafting (β = .48, p < .001). The model explained 23% of the variance in job crafting and 6% in job satisfaction. CONCLUSIONS: Findings from this panel design indicate that teacher engagement is a key driver of both job crafting and satisfaction. The results suggest that fostering engagement can promote sustainable well-being and professional fulfillment in the Chinese educational context.