<p>The existing literature indicates an increasing interest in the emotions of teachers within the context of second language (L2) acquisition. However, it is important to note that there remains a considerable gap regarding the individual and professional factors that influence the emotions of university-level English Language Teaching (ELT) educators. In light of the aforementioned context, the objective of this study was to examine a model concerning the growth-oriented mindsets, levels of self-compassion, job crafting skills, and resilience of ELT teachers within a university setting. A total of 243 university-level ELT teachers were involved in the study, with data collected utilizing validated self-report scales. Structural equation modeling (SEM) was employed to evaluate the hypothesized model and the results indicated that teachers’ self-compassion, teacher resilience, and growth mindset directly predicted EFL teachers’ job crafting. In addition, ELT teachers’ self-compassion affected job crafting indirectly via the mediation of teacher resilience. Likewise, teacher resilience mediated the effect of growth mindset on teachers’ job crafting. The findings suggest that teachers’ psychological resources may play an important role in promoting proactive job crafting. In particular, higher levels of self-compassion, resilience, and growth mindset appear to be associated with more adaptive professional functioning and well-being in EFL contexts.</p>