Abstract: The rapid development of technology and the occupational characteristics have led towards the challenge of primary and secondary school teachers' well-being. A great number of previous studies verified that work autonomy may have a transformative impact on different domains of life, since many teachers may be doing work during non-work time. More autonomy at work for them may be seen as a fair trade relatively. There is literature documenting that work autonomy has an important influence on teachers' well-being in primary and secondary schools, but little is known about mediating processes underlying this relation and focused on the role that job crafting and work family balance plays in this research framework, which are also important and meaningful for Chinese context. So, it is completely necessary to explore the potential mechanisms of primary and secondary school teachers' well-being so as to design effective improvement programs. Job crafting and work family balance were introduced as two variables to study the relationship between work autonomy and teachers' well-being as well as the possible mechanism underlying the relationship between work autonomy and teachers' well-being. In relative literatures, job crafting and work family balance are conducive to the promotion of primary and secondary school teachers' well-being. Job crafting and work family balance are the reliable and powerful predictors of the well-being of primary and secondary school teachers. So, we aim to examine whether job crafting and work family balance served as mediators of the relationship between work autonomy and teachers' well-being. The purpose of this study is to test the chain mediation effect of job crafting and work family balance in the relationship between work autonomy and well-being. Responses were obtained from 997 teachers who work in primary and secondary schools of China and complete self-report questionnaires. Work autonomy was measured with the Self Determination Scale which consisted of 3 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Job Crafting was measured with the Job Crafting Scale which consisted of 21 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Work family balance was measured with the Work Family Balance Questionnaire which consisted of 9 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Well-being was measured with the Job Satisfaction Questionnaire and Life Satisfaction Questionnaire which consisted of 3 items and 5 items respectively. The respondents rated the extent to which they agreed with each statement on a 5-point and 7-point Likert scale respectively. And SPSS24.0 and Mplus8.0 were used to test the proposed hypotheses of the three paths mediation model. The results implicated that: (1) Work autonomy have a total positive effect on primary and secondary school teachers' well-being (β=.56, p<.001). (2) Job crafting mediate the relationship between work autonomy and well-being (.07

Key words: work autonomy, work crafting, work-family balance, well-being, primary and secondary school teachers

摘要： 采用问卷法调查了997名中小学教师，考量工作自主性与中小学教师幸福感之间的关系，检验工作重塑和工作家庭平衡在其中的中介作用。结果显示：工作自主性不仅对中小学教师幸福感具有显著直接影响，且能通过工作重塑与工作家庭平衡各自的中介效应及二者的链式中介效应三条路径，对幸福感产生间接影响。

关键词: 工作自主性, 工作重塑, 工作家庭平衡, 幸福感, 中小学教师