NotesFAQContact Us
Search Tips
ERIC Number: ED566151
Record Type: Non-Journal
Publication Date: 2013
Pages: 106
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-3335-2
Teacher Flow and Its Relationship to School Mindfulness and Enabling School Structure
Marshall, Robert Paul, III.
ProQuest LLC, Ph.D. Dissertation, The University of Alabama
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A