Eight Catholic school communities across Australia nominated teacher identity characteristics aligned with an understanding of Catholic school mission from a local community perspective. A data mining process (Leximancer Manual in https://www.leximancer.com . Version 2.23, 2017) of the collated narratives from focus groups (n = 73) highlighted the mission concept, ‘School’, with a frequency of 295 appearances. An interpretative phenomenological analysis (IPA) of the concept revealed characteristics of tradition, integration and participation and characterised their essence as ‘a shared sacred mission’. Participant utterances that referenced teacher characteristics and frequencies within the narrative focused on: Community (38), Faith (13), and Life (9). Community utterances identified teacher ‘connections with students’, ‘staff relationships’, ‘associations with the broader community’ and ‘involvement in the life of the school’. Faith was expressed in teacher ‘leadership’, ‘Gospel values’, ‘spiritual growth’, ‘experience of church and connection with the charism of the Religious Institute.’ Life involved teachers advancing student ‘welfare’, ‘service’, ‘tradition’ and ‘advocacy’. Overall, teacher identity characteristics integral to mission were discussed as Relational Agency, Equity and Authenticity. Relational Agency entailed facilitation of student capabilities; Relational Equity enacted social justice values of inclusion and respect; and Relational Authenticity advanced and witnessed a foundational meaning system aligned with Catholic school tradition. The implications of the findings identified a case for relationships as being pertinent to mission for all teachers in Catholic schools, but teachers of Religious Education in particular.

中文翻译：

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任务和老师的身份：建立关系的案例

澳大利亚有八个天主教学校社区提名了教师身份特征，这些特征与从当地社区的角度对天主教学校宣教的理解相吻合。焦点小组（n = 73）整理的叙述的数据挖掘过程（https://www.leximancer.com上的Leximancer手册。版本2.23,2017）强调了任务概念``学校''的出现频率为295次。该概念的解释性现象学分析（IPA）揭示了传统，融合和参与的特征，并将其本质描述为“共同的神圣使命”。参与者在叙述中提及教师特征和频率的话语主要集中在：社区（38），信仰（13）和生活（9）。社区话语确定了老师“与学生的关系”，“员工关系”，“与更广泛社区的联系”和“参与学校生活”。教师的“领导能力”，“福音价值观”，“精神成长”，“教会的经历以及与宗教学院的魅力的联系”表达了信仰。涉及生活的教师促进学生的“福利”，“服务”，“传统”和“倡导”。总体而言，讨论了使命中不可或缺的教师身份特征，如关系代理，公平性和真实性。关系局需要促进学生的能力；关系平等确立了包容和尊重的社会正义价值观；关系真实性得到了发展，并见证了与天主教学校传统相一致的基本意义系统。