Abstract:
Teacher flow experience is a phenomenon occurring when a teacher becomes totally absorbed into a given task at hand. The clearest indication of teacher flow is action-awareness merging; or, the degree in which an activity becomes so spontaneous and automatic that teachers lose conscious awareness of themselves as they perform their duties. This study focuses on teacher flow experience and its relationship to school mindfulness and enabling school structure while controlling for socio-economic status. Moreover, the study applies these constructs to 566 elementary, middle and high school faculty members including teachers and administrators from 51 public schools. The study is quantitative in nature. The three constructs are measured through surveys that have been designed for educators in school settings. The unit of analysis for this study is the school.
