Does Teachers’ Spirituality Make a Difference? The Explanatory Value of Spirituality and Religiosity for Teachers’ Professional Beliefs on Teaching and Learning

IF 0.4 0 RELIGION Religion & Education Pub Date : 2023-03-23 DOI:10.1080/15507394.2023.2185051
Marcus Penthin, Alexander Christ, Stephan Kröner, Manfred L. Pirner, Annette Scheunpflug
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引用次数: 3

Abstract

Abstract While it is often theoretically presumed that religious and spiritual beliefs are important determinants for teachers’ professional thinking and acting, there is only scarce empirical evidence of this. Using structural equation modeling to explain professional beliefs about teaching and learning among N = 1,441 German schoolteachers, our study yielded virtually no explanatory value for religiosity, but certainly one for non-transcendet spiritual beliefs as predictors. Our research results differ from findings in some studies from the U.S. that showed substantial correlations between teachers’ religious and professional beliefs. Some possible reasons are reflected in the discussion section. Highlights Teachers’ religiosity and spirituality are weakly related to professional beliefs. “Connectedness with oneself” explains the sense of professional self-efficacy. “Connectedness with others” explains an idealistic self-concept. “Connectedness with others” explains student-centered attitudes. Control variables/factors explain teachers’ professional beliefs to some extent.
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教师的灵性有影响吗?宗教性与精神性对教师教与学专业信念的解释价值
虽然通常理论上认为宗教和精神信仰是教师专业思维和行为的重要决定因素,但这方面的经验证据却很少。使用结构方程模型来解释N = 1441名德国教师关于教学和学习的专业信念,我们的研究几乎没有发现宗教信仰的解释价值,但肯定是非超越的精神信仰作为预测因素。我们的研究结果与美国的一些研究结果不同,这些研究表明教师的宗教信仰与职业信仰之间存在实质性的相关性。讨论部分反映了一些可能的原因。教师的宗教性和精神性与专业信仰的相关性较弱。“与自己的联结”解释了职业自我效能感。“与他人的联系”解释了理想主义的自我概念。“与他人的联系”解释了以学生为中心的态度。控制变量/因素在一定程度上解释了教师的专业信念。
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CiteScore
1.30
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0.00%
发文量
16
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