Insights into the Career Development of Non-Religious Teachers in Post-Primary Religious Schools on the Island of Ireland
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| Title: | Insights into the Career Development of Non-Religious Teachers in Post-Primary Religious Schools on the Island of Ireland |
|---|---|
| Language: | English |
| Authors: | James Nelson (ORCID |
| Source: | Teachers and Teaching: Theory and Practice. 2025 31(5):747-765. |
| 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: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Career Development, Religious Schools, Foreign Countries, Religious Factors, Teacher Attitudes, Expectation, Beliefs, Occupational Aspiration |
| Geographic Terms: | Ireland, United Kingdom (Northern Ireland) |
| DOI: | 10.1080/13540602.2024.2381050 |
| ISSN: | 1354-0602 1470-1278 |
| Abstract: | This article investigates the lived experiences of non-religious teachers in post-primary schools with religious cultures on the island of Ireland, particularly with regard to career development and promotion. At the time of the research, both jurisdictions on the island had legal exceptions from equality employment law in schools. Based on 15 interviews with non-religious teachers and with reference to literature on school ethos, teacher beliefs and agency, we investigate how the professional experience of teachers is shaped by the religious environment. The predominant response of non-religious teachers in religious schools is to hide or suppress their worldview. There is evidence too that their relationships with colleagues and pupils are inhibited when the religious culture discourages openness and diversity. Overall, they have modest expectations for career development or promotion. We conclude that legislative change is an important corrective to reduce religious discrimination, but it is only part of the solution. Active steps should also be taken by schools in Ireland and Northern Ireland to cultivate an inclusive spirit in which the school is regarded as an 'authentic community' where difference is normalised and all teachers are empowered to have full participation in the life of the school. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506746 |
| Database: | ERIC |
| Abstract: | This article investigates the lived experiences of non-religious teachers in post-primary schools with religious cultures on the island of Ireland, particularly with regard to career development and promotion. At the time of the research, both jurisdictions on the island had legal exceptions from equality employment law in schools. Based on 15 interviews with non-religious teachers and with reference to literature on school ethos, teacher beliefs and agency, we investigate how the professional experience of teachers is shaped by the religious environment. The predominant response of non-religious teachers in religious schools is to hide or suppress their worldview. There is evidence too that their relationships with colleagues and pupils are inhibited when the religious culture discourages openness and diversity. Overall, they have modest expectations for career development or promotion. We conclude that legislative change is an important corrective to reduce religious discrimination, but it is only part of the solution. Active steps should also be taken by schools in Ireland and Northern Ireland to cultivate an inclusive spirit in which the school is regarded as an 'authentic community' where difference is normalised and all teachers are empowered to have full participation in the life of the school. |
|---|---|
| ISSN: | 1354-0602 1470-1278 |
| DOI: | 10.1080/13540602.2024.2381050 |
