The Psychological Flow Experience and Achievement Goal Orientation of Non-Teaching Personnel in Schools: Basis for an Intervention Program

The study intended at proposing an intervention program that could possibly address the needs of the non-teaching personnel with respect to their achievement goal orientation. The basis for the intervention program were the achievement goal orientation of the non-teaching personnel in the areas of mastery approach, mastery avoidance, performance approach and performance avoidance and psychological flow experiences in the areas of challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration on task at hand, loss of self-consciousness, sense of control, transformation of time and autotelic experience. Descriptive-correlational design was utilized which involved 428 non-teaching personnel handling basic education from selected public and private schools in Metro Manila. Demographic questionnaires, Flow State Scale (FSS), 2 x 2 Framework of Achievement Goals for a Work Domain and a four-item open-ended questionnaire were administered to get necessary data from the participants. Results indicated that majority of the respondents fall under the "average to high" level of psychological flow experience. All of the achievement goal orientation dimensions of the respondents have indicated "average to high" level though typically fall under the high than average level. They are giving emphasis on pursuing success and avoid failure. Mastery approach, performance approach, and performance avoidance goals were positively correlated with psychological flow. Whereas, mastery avoidance goals were not significantly correlated to psychological flow. Same results were found when gender and type of school differences were expounded by exploratory analysis. Some psychological flow dimensions have indicated significant direct and inverse relationships with the different aspects of achievement goal orientation.