Introduction. Teachers' workplace well-being (WWB) is essential for both personal satisfaction and educational outcomes. Job crafting has been shown to enhance workplace well-being. However, existing studies insufficiently explore the causal relationship between job crafting and workplace well-being, relying mainly on cross-sectional designs and providing few targeted interventions at the dimensional and item-specific level. Purpose. This study aims to 1) examine the causal relationship between teachers' job crafting and workplace well-being and 2) provide targets for the development of intervention programs through Cross-Lagged Panel Network Analysis (CLPN). Method. Data were gathered with questionnaires from 818 teachers in Zhejiang Province, China. The longitudinal tracking method was used in this study. Results. Results indicated a notable decline in both job crafting and work well-being over time. CLPN analysis demonstrated that the item "I always find a way to fill my work" (WWB-4) exerted the highest predictive influence on other items, underscoring its pivotal role in enhancing workplace well-being. Conclusions. The findings align with Self-Determination Theory, indicating that job crafting via task, relational, and cognitive crafting satisfies teachers' basic psychological needs and improves their well-being. This study highlights the importance of fostering job crafting behaviors to improve teachers' work experiences and offers practical implications for schools to support teachers' professional development.