Development and validation of the kindergarten teacher job crafting scale in China

Background Job crafting is important for kindergarten teachers' professional adaptation and well-being. However, existing measures may not adequately reflect context-specific manifestations in kindergarten settings. Grounded in the role-resource integration perspective, this study aimed to develop and validate a scale for assessing kindergarten teachers' job crafting. Methods In Study 1, semi-structured interviews were conducted with 43 kindergarten teachers to generate an initial item pool. In Study 2, a convenience sample of 1,224 kindergarten teachers was randomly divided into two independent subsamples. Sample 1 was used for item analysis and exploratory factor analysis. Sample 2 was used for confirmatory factor analysis and for testing reliability and validity. Measurement invariance was examined using a full sample. Results In Study 1, interviews and qualitative analyses identified the core elements of kindergarten teachers' job crafting and generation of informed items. In Study 2, exploratory factor analysis yielded a final scale comprising 16 items for approach job crafting and 13 items for avoidance job crafting. Each subscale included three dimensions: task crafting, relational crafting, and cognitive crafting. Confirmatory factor analysis supported the second-order structure of the subscales. Both subscales demonstrated good reliability, convergent validity, discriminant validity, and criterion-related validity and showed acceptable measurement invariance across groups. Conclusion The newly developed Kindergarten Teacher Job Crafting Scale demonstrates good psychometric properties. This is a reliable tool for research and practice in kindergarten management and professional teacher development.