Teacher Preparedness for Spiritually Transformational Teaching: A Case Study in One Christian High School
School of Education
Doctor of Education (EdD)
biblical worldview, Christian education, Christian school, integration of faith and learning, teacher preparedness, transformational teaching
Christianity | Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Educational Administration and Supervision | Religion
Lewis, Wendy, "Teacher Preparedness for Spiritually Transformational Teaching: A Case Study in One Christian High School" (2015). Doctoral Dissertations and Projects. 1125.
This single instrumental case study examined a purposive sample of teachers from Live Oak Christian High School (a pseudonym) for indications that they were spiritually qualified, sufficiently trained, and intentionally committed to transformational Christian teaching. Spiritually qualified teachers would evidence an active Christian faith as demonstrated by a sound basic theology, verbalization of a personal relationship with Jesus Christ, and various spiritual practices. Teachers who were sufficiently trained would evidence personal knowledge, experience, education, or training related directly to Christian education. Teachers who were committed to transformational Christian teaching would evidence that intentionality in documents, surveys, classroom observations, and personal interviews. Twenty-two full-time teachers at the school completed a survey regarding their educational, professional, and spiritual backgrounds. Nine of these teachers were selected as participants in this study and represented a variation of age, gender, educational background, and spiritual background. Data collection included the survey results, document analysis, classroom observations, and individual interviews. The data was analyzed using Stake’s (2005a) case study methodology. The findings showed that only teachers who evidenced an active Christian faith showed evidence of spiritually transformational teaching. Most teachers lacked sufficient formal training in either Christian worldview understanding, biblical knowledge, the integration of faith and learning, or spiritual nurture, though some compensated through personal study. Finally, the teachers who were intentionally committed to spiritually transformational teaching were those who evidenced an active faith. The study concluded with suggestions for further research.
Christianity Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Other Educational Administration and Supervision Commons