The Relationship between the Catholic Teacher's Faith and Commitment in the Catholic High School

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The Relationship between the Catholic Teacher's Faith and Commitment in the Catholic High School

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dc.contributor.advisor Schuttloffel, Merylann J en_US
dc.contributor.author Cho, Young Kwan en_US
dc.contributor.other Convey, John J en_US
dc.contributor.other Perencevich, Kathleen C en_US
dc.date.accessioned 2011-03-01T11:45:40Z
dc.date.available 2011-03-01T11:45:40Z
dc.date.created 2011 en_US
dc.date.issued 2011-03-01T11:45:40Z
dc.identifier.other Cho_cua_0043A_10157 en_US
dc.identifier.uri http://hdl.handle.net/1961/9303
dc.description Degree awarded: Ph.D. Education. The Catholic University of America en_US
dc.description.abstract Church documents recognize that the Catholic teacher's faith, mediated through a teacher's commitment, is one of the crucial factors that guarantees the success of the Catholic school (Congregation for Catholic Education, 1977, 1982, 2007). A number of researchers support this view with their findings (Ciriello, 1987; Tarr, 1992; Tiernan, 2000). However, until now, there has not been research that focused specifically on the relationship between Catholic teachers' faith and their commitment within the context of the Catholic high school. This dissertation study investigated (1) Catholic teachers' faith, (2) the relationships between Catholic teachers' faith and commitment, and (3) the school's three environmental characteristics associated with the relationships between Catholic teachers' faith and commitment in Catholic high schools.A national sample of 751 teachers from 39 Catholic high schools in 15 archdioceses participated in a self-administered website survey. Data were analyzed using descriptive statistics, the Pearson correlation, and a multiple hierarchical regression model. The findings of this study showed that Catholic teachers generally had a strong degree of belief, intimacy with God, action, and a living faith. And on the whole the teachers' faith degrees were stronger than typical American Catholics. There were significant relationships between the four dimensions of Catholic teachers' faith (belief, intimacy with God, action, and a living faith) and the four dimensions of their commitment (commitment to mission, the school, teaching, and students). Among the four dimensions of Catholic faith, a living faith was most influential in all the four dimensions of teacher commitment. Among the four dimensions of teacher commitment, commitment to mission was most strongly connected with all four dimensions of the faith. Lastly, the school's goals and values rooted in Catholicism, the school's community culture based on the Gospel, and the principal's spiritual leadership made significant additional contributions to Catholic teachers' commitment to the school, teaching, and students produced by their faith variables. The findings of this study strongly suggest that Catholic teachers' living faith that is placed in the center of intrinsic motivation for their school lives and activities needs to be acknowledged as a critical predictor contributing to teacher commitment. en_US
dc.format.extent 225 p. en_US
dc.format.mimetype application/pdf en_US
dc.publisher The Catholic University of America en_US
dc.subject Educational Administration en_US
dc.subject Secondary Education en_US
dc.subject Religious Education en_US
dc.subject.other Intrinsic motivation of teacher commitment en_US
dc.subject.other Ongoing faith formation for Catholic teachers en_US
dc.subject.other School commitment of Catholic teachers en_US
dc.subject.other The Catholic high school's environment en_US
dc.subject.other The Catholic teacher's faith en_US
dc.subject.other The success of the Catholic high school en_US
dc.title The Relationship between the Catholic Teacher's Faith and Commitment in the Catholic High School en_US
dc.type Text en_US
dc.type Dissertation en_US


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