Flourishing at Work among Indonesian Educators

Meaningful Work and Organizational Culture

Abstract

Workplace flourishing among educators is often associated with meaningful work, yet existing studies largely assume a direct relationship between work meaning and well-being, overlooking why meaningful work does not always lead to flourishing in bureaucratic educational settings. This study develops an institutional conversion model of workplace flourishing by positioning organizational culture as a mechanism that transforms psychological meaning into sustained well-being. Drawing on Positive Organizational Scholarship and meaningful work theory, meaningful work is conceptualized as a psychological resource whose effects depend on institutional conditions embedded in organizational culture. Using a quantitative explanatory design, data were collected from 412 Indonesian educators and analyzed through Structural Equation Modelling (SEM) with latent interaction analysis. The findings show that meaningful work positively influences workplace flourishing; however, this relationship is contingent on organizational culture. Supportive and participatory cultures strengthen the conversion of meaningful work into flourishing, whereas bureaucratic cultures weaken it. The results suggest that workplace flourishing emerges from the alignment between individual meaning and institutional culture. This study advances Positive Organizational Scholarship by introducing an institutional conversion perspective and highlights the need for more supportive organizational environments to enhance educator flourishing.