A Comparative Study of the Teacher's Religious Knowledge, Personal Faith Beliefs, and Personal Faith Practices That Impact the Teacher-Perceived Religiosity as Evangelizers in the Catholic Elementary/Middle School Classroom

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Autor/in	Spencer, Catherine Elizabeth
Titel	A Comparative Study of the Teacher's Religious Knowledge, Personal Faith Beliefs, and Personal Faith Practices That Impact the Teacher-Perceived Religiosity as Evangelizers in the Catholic Elementary/Middle School Classroom
Quelle	(2019), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Catholic University of America
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-2505-9
Schlagwörter	Hochschulschrift; Dissertation; Catholic Schools; Catholic Educators; Factor Analysis; Teacher Attitudes; Beliefs; Teacher Student Relationship; Churches; Teacher Role; Correlation; Elementary School Teachers; Middle School Teachers; Personality Traits; Teaching Experience; Religious Factors; Age Differences; Self Concept; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Katholische Schule; Katholische Erziehergemeinschaft; Faktorenanalyse; Lehrerverhalten; Belief; Glaube; Teacher student relationships; Lehrer-Schüler-Beziehung; Church; Kirche; Lehrerrolle; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Age; Difference; Age difference; Altersunterschied; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The teacher's role as evangelizer in a Catholic elementary school is important since most classroom teachers are expected to teach the content of the Catholic faith and every teacher, Catholic or non-Catholic, is encouraged to share their faith with the students. This study explored the relationship among teachers' perceptions of their role as evangelizers, and their knowledge of Catholic doctrine and consistency of personal beliefs about Church teachings. A 71- item survey was completed by 593 K-8 teachers in Catholic elementary schools randomly selected from the six NCEA regions. In addition to demographic information, the survey contained items about perceived roles as evangelizers, and questions about knowledge of Catholic doctrine and personal beliefs about such. A factor analysis revealed six components of the evangelizer items, four concerned personal dispositions about their role as evangelizers and two specifically about intentional activities in their teaching. Teachers with more experience in teaching in a Catholic school compared with teachers with less experience reported putting God first in their lives and inviting their students to do the same, see every student as important to God, and strive to integrate Gospel teachings in all aspects of the curriculum. The important predictors of their view of teaching as a ministry were the teachers' generational cohort, whether they taught religion and the number of years teaching in a Catholic school. Older teachers were also more intentional than younger teachers in efforts to form disciples of Jesus. Catholic teachers answered 74 percent of the doctrinal items consistent with the teachings of the Catholic Church, compared with 60 percent of non-Catholic teachers. Catholic teachers in their personal beliefs answered 71 percent of the doctrinal items consistent with Catholic teachings, as compared to non-Catholic teachers with 52 percent. The results also showed that older teachers had a better understanding of Church doctrine than did younger teachers. This study provides Catholic leaders with a better understanding of how Catholic and non-Catholic elementary school teachers perceive themselves as faith evangelizers in the Catholic elementary classroom. This study also provides information about the importance of faith formation for Catholic elementary/middle school teachers. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01