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ERIC Number: EJ1441285
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-4087
EISSN: EISSN-1547-3201
Educational Experiences and Teacher Faith Integration Self-Efficacy in PreK-12 Mennonite Schools in North America
Paul J. Yoder; Peter Wiens; Ronald M. Shultz; Annie Chou
Religious Education, v119 n4 p338-349 2024
Educators at religious preK-12 schools attempt to integrate their faith into their teaching. Yet there is limited empirical study about how faith integration self-efficacy may develop. This study examines the relationships between the faith integration self-efficacy of educators at Mennonite preK-12 schools and their past educational experiences and initial teacher education. Regression analysis of survey responses indicates that the quality of initial teacher education is associated with educators' faith integration self-efficacy. However, having attended a Mennonite preK-12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Discussion of results highlights implications for educators and future research.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A