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.

摘要

北美的私立基督教学校努力为其 preK-12 学生提供融合宗教和学术培训的教育体验。北美的高等教育机构已经研究了信仰和学术的融合，但基本上不是在学前班 12 年级的学校。本研究使用教师自我效能的视角来检验基督教学校教师将信仰融入教学实践的信心。进行的一项调查吸引了来自北美 18 所门诺派附属学校的 390 名教育工作者的回应。答复表明所有教师的信仰整合自我效能水平普遍较高；然而，教师对吸引家长参与这一过程最没有信心。回归分析表明，个体因素确实可以预测信仰整合的自我效能感。