Antecedents of faith integration self-efficacy in PreK-12 Mennonite schools in North America
Private Christian schools in North America endeavour to provide an educational experience that integrates religious and academic training for their preK-12 students. The integration of faith and academics has been studied in higher education institutions in North America, but not substantially in pr...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2022
|
| In: |
British Journal of religious education
Year: 2022, Volume: 44, Issue: 1, Pages: 14-25 |
| Further subjects: | B
Survey
B Self-efficacy B Christian Schools B school fit B faith integration |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a Private Christian schools in North America endeavour to provide an educational experience that integrates religious and academic training for their preK-12 students. The integration of faith and academics has been studied in higher education institutions in North America, but not substantially in preK-12 schools. This study uses the lens of teacher self-efficacy to examine Christian school teachers’ confidence to integrate faith into their instructional practices. A survey was conducted that drew responses from 390 educators from 18 Mennonite-affiliated schools across North America. Responses indicated generally high levels of faith integration self-efficacy for all teachers; however, teachers felt least confident in drawing parents into the process. Regression analysis showed that individual factors did predict faith integration self-efficacy. Implications of these findings are discussed. | ||
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