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Educational Experiences and Teacher Faith Integration Self-Efficacy in PreK-12 Mennonite Schools in North America

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Bibliographic Details
Title: Educational Experiences and Teacher Faith Integration Self-Efficacy in PreK-12 Mennonite Schools in North America
Language: English
Authors: Paul J. Yoder (ORCID 0000-0002-1402-6215), Peter Wiens (ORCID 0000-0002-1138-5079), Ronald M. Shultz, Annie Chou (ORCID 0000-0003-4891-7128)
Source: Religious Education. 2024 119(4):338-349.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Religious Cultural Groups, Self Efficacy, Preschool Education, Elementary Secondary Education, Religious Education, Religious Schools, Religion, Preservice Teacher Education, Teaching Experience, Teacher Attitudes, Christianity
DOI: 10.1080/00344087.2024.2388982
ISSN: 0034-4087
1547-3201
Abstract: Educators at religious preK-12 schools attempt to integrate their faith into their teaching. Yet there is limited empirical study about how faith integration self-efficacy may develop. This study examines the relationships between the faith integration self-efficacy of educators at Mennonite preK-12 schools and their past educational experiences and initial teacher education. Regression analysis of survey responses indicates that the quality of initial teacher education is associated with educators' faith integration self-efficacy. However, having attended a Mennonite preK-12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Discussion of results highlights implications for educators and future research.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441285
Database: ERIC
Description
Abstract:Educators at religious preK-12 schools attempt to integrate their faith into their teaching. Yet there is limited empirical study about how faith integration self-efficacy may develop. This study examines the relationships between the faith integration self-efficacy of educators at Mennonite preK-12 schools and their past educational experiences and initial teacher education. Regression analysis of survey responses indicates that the quality of initial teacher education is associated with educators' faith integration self-efficacy. However, having attended a Mennonite preK-12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Discussion of results highlights implications for educators and future research.
ISSN:0034-4087
1547-3201
DOI:10.1080/00344087.2024.2388982