Getting into the Zone: School principals’ work-related flow and its drivers and outcomes

• In Event: AERA Roundtable Session Wednesday 3:45 pm
  In Roundtable Session: The Flow State: When Leadership Work Meets Well-Being Matters

Abstract

Framed by the self-determination theory of flow (Bakker & van Woerkom, 2017) supplemented by the job demands-resources theory (Demerouti & Bakker, 2023), this project explored the patterns of principal work-related flow and the relationships between its drivers (e.g., collegial relationship, school climate, job complexity, role ambiguity) and outcomes (e.g., performance and well-being). To achieve these aims, the project utilized the quantitative method with a survey study with a sample of 356 principals in Hong Kong. The results revealed that significant linkages between principal work-related flow and its drivers and outcomes were identified. These results will respond to recent theoretical, political, and practical calls to promote principal well-being and performance at work via work-related flow.

Authors

• Junjun Chen, Education University of Hong Kong

• Zan Li, The Education University of Hong Kong

• Cheng Jin, The Education University of Hong Kong