Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, and Teacher Engagement

Autor/inn/en	Hagan, Daryl C.; Houchens, Gary
Titel	Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, and Teacher Engagement
Quelle	In: Journal of Catholic Education, 20 (2016) 1, Artikel 4 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Catholic Schools; Staff Meetings; Catholics; Self Concept; Religious Education; Educational Improvement; Teacher Participation; Teacher Attitudes; Case Studies; Religious Factors; Faculty Development; Sense of Community; Phenomenology; Elementary School Teachers; Qualitative Research; Educational Environment; Educational Objectives; Questionnaires; Interviews; Observation; Content Analysis; Indiana + Suchen Sie Ihr Suchwort? Katholische Schule; Pädagogische Konferenz; Katholik; Selbstkonzept; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse
Abstract	While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their most pressing challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). Building on Macey and Schneider's (2008) Model of Employee Engagement and McGrath's Model of Group Effectiveness (1964), this case study examined the perceptions of teachers in a highperforming Catholic school regarding their own faculty meetings and how those meetings engaged them in the work of promoting Catholic identity and school improvement. Findings revealed signs of Catholic culture were visible within the physical environment of the faculty meeting, which provided opportunities for prayer, catechesis, and strategies for sharing faith with students. Teachers reported the faculty meetings served as a catalyst in developing, discussing, and reviewing school improvement plans, and provided opportunities for professional development. Faculty meetings assisted in creating a participant-centered learning environment and creating a sense of community among the faculty. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01