Date
4-18-2025
Department
Rawlings School of Divinity
Degree
Doctor of Education in Christian Leadership (EdD)
Chair
Gary Bredfeldt
Keywords
Christian Education, Transformational Leadership Theory, Stake Model, Leadership, Spiritual Formation, House-Model, House-Based System, Student Engagement, School Spirit, Student Satisfaction, Innovation, Student Participation, School Culture, School Enthusiasm, Competition, Organizational Change
Disciplines
Christianity | Education
Recommended Citation
McKinley, Travis Johnson, "The Impact of Implementing a House System at East Richland Christian Schools: A Dissertation-In-Praxis" (2025). Doctoral Dissertations and Projects. 6686.
https://digitalcommons.liberty.edu/doctoral/6686
Abstract
This dissertation-in-praxis examines the implementation of a House System at East Richland Christian Schools (ERCS), a private Grades 7-12 institution in Saint Clairsville, Ohio, to address deficiencies in the traditional small group model, including limited student engagement, leadership development, spiritual growth, and school spirit. Grounded in Burns’ (1978) Transformational Leadership Theory and biblical principles, the study replaced gradeand gender-segregated groups with four randomized, co-ed houses (Amare, Fidem, Spero, Veritas) for 50 students and eight teachers. The project aimed to create a spirited Christian community through weekly competitions, leadership opportunities, and spiritual activities. Using a mixed-methods approach under the Stake Model, data were collected via surveys, focus groups, observations, and participation points over one academic year (2023-2024). Findings revealed significant enhancements: 94% of students reported increased engagement, 95% noted heightened enthusiasm, and 85% of leaders cited improved confidence, though leadership growth was limited by the absence of intentional training. Spiritual outcomes showed 635 scripture verses memorized (88.64% participation), with a significant decline (χ² = 965.26, p < 0.001) as incentives tightened. House points totaled 2,723, with stable participation (CV = 0.10), though teacher disengagement (25%) impacted Veritas’ performance (555 vs. Amare’s 789). Qualitative data highlighted stronger peer relationships (70% cross-grade, 80% cross-gender) and a cultural shift toward school spirit and student engagement. Implications suggest balancing competition with collaboration, enhancing leadership training, and securing additional resources for sustainability. This study offers a model for Christian schools seeking to transform student development through innovative programs.
