Abstract
Faith learning integration (FLI) in Christian institutions of higher education contributes to job satisfaction (JS) for faculty. This study explores FLI and JS among interdisciplinary faculty in a Christian university in the Southeast US. Researchers used a hermeneutical phenomenological approach to collect data from six faculty from varying disciplines, using interviews, focus group discussions, and journaling. Manual coding was utilized to uncover three primary themes: (a) clear expectations for FLI; (b) challenges to implement FLI; and (c) faculty JS from FLI. Two subthemes emerged from the primary theme of clear expectations for FLI: standards set by the organization and classroom strategies and techniques. The third theme, faculty JS from FLI, uncovered two subthemes: support to equip faculty members and for authentic practice among educators. Herzberg’s two-factor theory provided a lens to guide the study. Faculty members in Christian institutions of higher learning recognize that FLI is a rewarding experience that leads to JS. Future studies should focus on identifying the best practices to integrate faith in learning, resulting in a holistic student outcome.
Recommended Citation
Burgess, Brad; Baker, Grace Michele; Conner, Jamaica; Giles, Jonathan; Joseph, Rachel; and Layell, Kevin
(2025)
"Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study,"
Journal for the Scholarship of Teaching & Learning: Vol. 1:
Iss.
1, Article 3.
Available at:
https://digitalcommons.liberty.edu/jsotl/vol1/iss1/3
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
