Educational Flow Model (Components, Antecedents, and Consequences)

Document Type : Research Paper

Authors

1 Ph.D. Candidate, Department of Management of Organizational Behavior, Faculty of Economics. Management and Administrative Sciences, Semnan University, Semnan, Iran.

2 Prof., Department of Management, Faculty of Economics, Management and Administrative Sciences, Semnan University, Semnan, Iran.

10.22059/jipa.2025.387957.3625

Abstract

Objective
The present study aims to explore and develop a comprehensive framework of organizational interventions that can facilitate the emergence of flow experiences among teachers and investigate the subsequent effects on their professional and personal lives. Flow, a psychological state of deep engagement and intrinsic motivation, is increasingly recognized as a powerful driver of individual well-being and workplace performance. Deriving such a framework from the lived experiences of teachers in real educational environments allows for context-sensitive and empirically grounded insights. These interventions, when implemented effectively, can promote teachers’ mental health, happiness, and life satisfaction across educational, familial, and social domains, while simultaneously enhancing organizational efficiency and service quality within the education sector. Moreover, fostering flow in schools aligns with broader public policy and management goals, including improved human capital development, educational service delivery, and societal well-being. As a policy lever, enabling flow represents a strategic approach to integrating psychological insights into public sector performance management.
Methods
This study employed a qualitative research design using the emergent grounded theory strategy, and is categorized as fundamental research. The target population included all active and retired teachers at the primary, lower secondary, and upper secondary levels in the city of Isfahan during 2023–2024. Using non-probabilistic theoretical sampling, 23 teachers from 23 different schools were interviewed through open and semi-structured interviews. The data coding process involved three sequential stages. First, open coding was used to identify meaningful semantic units, resulting in 2029 initial codes. These were consolidated into 88 open codes. Next, axial coding grouped these into 31 more abstract and thematically coherent categories. Finally, selective coding refined these into 10 overarching dimensions, organized into three major components: antecedents, characteristics, and consequences of flow. Data analysis was facilitated using MAXQDA 24 software.
Results
The resulting framework, termed the “Educational FLOW Model,” comprises 10 key dimensions. Four antecedent dimensions were identified: (1) peace in personal and work life, (2) alignment among educational elements, (3) teachers’ belief in the value of their profession, and (4) the richness of organizational resources and support structures at the school level. The characteristics of flow in educational settings included: (5) intimacy during work, (6) accuracy and attentiveness, and (7) a sense of timelessness or forgetfulness during tasks. The consequences of experiencing flow were categorized into three dimensions: (8) increased job loyalty, (9) enhanced educational and personal performance, and (10) elevated individual happiness and well-being.
Conclusion
The findings underscore the potential of well-designed organizational interventions to foster flow states among teachers, leading to positive outcomes for both individuals and institutions. From a practical standpoint, school leaders and educational policymakers can use the identified dimensions as a roadmap to create enabling environments that enhance engagement, commitment, and intrinsic motivation. From a theoretical perspective, the study enriches the literature on flow by offering a grounded, context-specific model that integrates psychological, organizational, and policy dimensions within educational work settings.

Keywords

Main Subjects

References

 
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Journal of Public Administration
Volume 17, Issue 3
2025
Pages 708-733

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