Date

5-22-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Roger C. S. Erdvig

Keywords

Biblical worldview, Christian education, transformational leadership, faith development, K-12 education

Disciplines

Christianity | Education

Abstract

The purpose of this hermeneutical phenomenological study was to understand the lived experiences of Christian school secondary administrators as they foster an environment conducive to student biblical worldview development. The theory guiding this study is Leithwood’s iteration of transformational leadership, as it recognizes the influential role school leaders play in the motivation and growth of teachers. Additional consideration of Erdvig’s model of biblical worldview development in evangelical Christian emerging adults was used as the conceptual framework recognizing that the faith elements of worldview formation are unique and relevant to the topic of the study. The central research question was: What are the lived experiences of Christian school secondary administrators as they foster an environment conducive to biblical worldview development? This qualitative, hermeneutic phenomenological study included 12 study participants who were secondary school administrators serving at ACSI- accredited Christian schools in the United States and who held a role of influence with teachers of Grades 6–12. The research was conducted virtually through interviews, focus groups, and document analysis. An iterative thematic coding approach revealed that administrators support institutional ideals, build relationships and develop people, consider the program framework, and provide instructional support while navigating their emotional considerations related to the task. Administrators fill a multifaceted role vital to fostering an environment conducive to students’ biblical worldview formation.

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