Antecedents of Faith Integration Self-Efficacy in PreK-12 Mennonite Schools in North America

Autor/inn/en	Wiens, Peter D.; Hightower, Andromeda; Yoder, Paul J.; Chou, Annie
Titel	Antecedents of Faith Integration Self-Efficacy in PreK-12 Mennonite Schools in North America
Quelle	In: British Journal of Religious Education, 44 (2022) 1, S.14-25 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiens, Peter D.) ORCID (Yoder, Paul J.) ORCID (Chou, Annie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2021.1951166
Schlagwörter	Religious Factors; Self Efficacy; Early Childhood Education; Elementary Secondary Education; Christianity; Religious Cultural Groups; Religious Schools; Foreign Countries; Predictor Variables; Teacher Attitudes; North America + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Christentum; Kirchliche Gruppe; Religionszugehörigkeit; Ausland; Prädiktor; Lehrerverhalten; Nordamerika
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01