TDNet Discover

The purpose of this quantitative study was to test the relationship between teachers' levels of education and the type of college or university attended (Christian or secular) on their perceived ability to integrate faith and learning by comparing these factors in teachers with different educational backgrounds in private, Christian schools. Because faith-based teaching practices are integral to accreditation for private, Christian schools, this study was significant and provided insights to improve hiring practices, teacher training, or both. The sample consisted of elementary teachers (pre-kindergarten through sixth grade) from Association of Christian Schools International (ACSI)-accredited Christian schools in the United States, with data collected from 511 respondents using a Likert-style survey. The instrument was designed to measure teachers’ perceptions of their ability to achieve integration of faith and learning (IFL), as well as their demographic and educational backgrounds. The anonymously collected secondary data was tested using Pearson’s Chi-square test for independence. Results indicated no significant association between the type of college or university attended (Christian or secular) and teachers’ perceived abilities to effectively achieve IFL. Similarly, no association was evident between the highest degree earned and perceived ability to effectively achieve IFL. The findings could inform instructional leadership decisions, enhance training practices, and guide hiring methods. Recommendations include further research on long-term IFL training models, including professional development models for in-service teachers and focused pre-service teacher training programs in Christian institutions of higher learning. The implications of this research may impact educators, leaders, post-secondary educational institutions, and accrediting agencies, emphasizing the importance of teacher preparation and training to further strengthen Christian education for future generations.