Antecedents of Faith Self-Efficacy in Pre-K–12 Mennonite Schools in North America

• In Event: Religion, Spirituality, and Educational Outcomes

Abstract

Educators in preK-12 Christian schools seek to provide their students with an excellent education that is integrated with faith-based instruction. While substantial research has been conducted around the concept of self-efficacy, little is known about Christian school educators’ self-efficacy related to faith integration. General self-efficacy has been linked to positive outcomes in schools; however, there is no research that has studied the antecedents of faith integration self-efficacy (FISE). This study examined FISE among 390 Mennonite preK-12 school educators. Analysis of survey data indicated that teachers had high FISE in working with their students. Regression analysis also showed important relationships between teaching level, experience, and fit with the school mission to FISE. This research provides the first empirical description of FISE.

Authors

• Peter Wiens, University of Nevada - Las Vegas

• Andromeda Hightower, University of Nevada - Las Vegas

• Paul J. Yoder, Eastern Mennonite University

• Annie Chou, University of Nevada - Las Vegas