Emotional Connections and Caring: Factors in Formation of Urban Catholic Schoolteachers

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: What Now? Exploring Dilemmas of Teacher Practice (Table 15)

Abstract

Teachers are “whole people”who bring intellect, passion, experience, and learning to professional practice. Formative practices that support teachers’ intellectual, emotional, and spiritual identities serve their full selves increasing productivity, job satisfaction, and retention. This research collected survey and interview data from 26 urban Catholic school principals and 16 teachers in 6 geographic regions in the United States to identify practices, partnerships, and structures that support teacher formation in their schools, and the challenges leadership face around teacher formation. Preliminary results show that spiritual leadership that nurtures strong community, teacher-selected and differentiated professional development, emotional care, and workplace spirituality compensated for low pay, suggesting that formative practices can improve retention in all educational settings.

Authors

• Audrey A. Friedman, Boston College

• Charles T Cownie, Boston College

• Kierstin M. Giunco, University of Cincinnati

• Maria A. Moreno Vera, Boston College

• Myra Rosen-Reynoso, Boston College

• Andrew F. Miller, Boston College