Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Mary Catherine Strickland
Keywords
teacher attrition, prayer, well-being, teacher needs
Disciplines
Education
Recommended Citation
Blig, Noemi, "The Experiences of Christian School Educators in the Midwest Who Practice Consistent Prayer: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5821.
https://digitalcommons.liberty.edu/doctoral/5821
Abstract
The purpose of this phenomenological study was to describe the experiences, especially those related to the practice of consistent prayer and their decisions to remain in the profession, of educators in Christian schools in the Midwest. The theory guiding this study was Maslow’s hierarchy of needs, as it shows how all individuals have basic needs that must be met. Teachers have individual needs that influence their decision to remain in the profession. The central research question asked: What are the experiences of Christian school educators who practice consistent prayer? A qualitative research study was appropriate for this topic since it aimed to study educators' lived experiences in Christian schools. The design of this study was a qualitative hermeneutical phenomenology, with the population comprised of educators teaching in Midwest Christian schools. Three methods for data collection were used when conducting this qualitative research study: individual interviews, focus groups, and journaling. Data analysis consisted of manual transcription and coding to generate and interpret themes. Van Manen’s method of data analysis was used. The results of this study indicate that there are teachers in Christian school settings who practice consistent prayer. According to the literature review, prayer is a buffer to teacher burnout. The teachers in this study used prayer to reset themselves, gain guidance, and continue as educators. These teachers have used prayer to decide to remain in their school and profession.
