Educational Experiences and Teacher Faith Integration Self-Efficacy in Pre-K–12 Mennonite Schools in North America

• In Event: Fairmont Roundtable Session Seven
  In Roundtable Session: Integrating and Negotiating Religious Identities and Values in the Classroom (Table 13)

Abstract

Educators at religious preK-12 schools attempt to integrate their faith into their academic teaching. However, it is unclear how their faith integration self-efficacy may develop. Educators develop their beliefs and practices about teaching and learning through years of personal experience as students as well as their initial teacher education. This study examines if past educational experiences and initial teacher education predicts educator faith integration self-efficacy. Regression analysis of survey responses of educators at North American Mennonite-affiliated preK-12 schools indicates that the quality of initial teacher education is associated with educators’ faith integration self-efficacy. However, having attended a Mennonite K-12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Implications will be discussed.

Authors

• Paul J. Yoder, Eastern Mennonite University
  Presenting Author

• Peter Wiens, University of Nevada - Las Vegas
  Presenting Author

• Ronald M. Shultz, Eastern Mennonite University
  Non-Presenting Author

• Annie Chou, University of Nevada - Las Vegas
  Non-Presenting Author