Flow in work is recognized as one of the key factors influencing job performance and job satisfaction in organizational environments, and it also plays an important role in improving teaching and learning within educational settings. This psychological experience can be affected by individual differences, including teachers’ personality traits. The present study aims to explain how teachers’ individual characteristics—particularly the five major personality traits—affect their level of educational flow, and to examine the moderating role of these traits within the flow model .This research is quantitative in nature, fundamental in purpose, and descriptive-survey in method. The statistical population consisted of teachers in the city of Isfahan in 2024, and through simple random sampling, 384 individuals were selected as the sample. Data were collected in autumn 2024 using a researcher-made Educational Flow Questionnaire and the Goldberg Personality Questionnaire. The data were analyzed using Smart PLS 3 and SPSS 27. The validity of the questionnaires was confirmed through content and construct validity, and their reliability was established using Cronbach’s alpha at an acceptable level .The findings indicated that most relationships between the components of educational flow and its outcomes (happiness, performance, and loyalty) were significant, except for the relationship between absorption and loyalty. The analysis of the moderating role of personality traits showed that agreeableness and conscientiousness have a positive effect on some dimensions of educational flow. Moreover, extraversion, agreeableness, conscientiousness, and openness to experience had significant effects on the outcomes of flow. Additionally, some personality traits—such as openness and conscientiousness—moderated the relationships between flow components and their outcomes. These findings highlight the importance of personality traits in enhancing teachers’ educational flow and its consequences.