Which characteristics do religious school administrators value in teachers? Experimental evidence from the global Christian school sector
Research shows that teacher quality is the most important school-related input correlated with student success. In religious private schools, teachers do not merely influence academic outcomes; they may also play a role in spiritual formation. Religious school administrators report that their faith...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer
2024
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| In: |
Journal of Religious Education
Year: 2024, Volume: 72, Issue: 1, Pages: 91-108 |
| Further subjects: | B
Administration
B Conjoint experiment B Teacher quality B Christian Schools B Religious Formation B Teacher hiring |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a Research shows that teacher quality is the most important school-related input correlated with student success. In religious private schools, teachers do not merely influence academic outcomes; they may also play a role in spiritual formation. Religious school administrators report that their faith informs their hiring decisions. However, little research has examined the ways that religious school administrators choose individuals to place in teaching positions. In this study, we use conjoint analysis to experimentally examine the hiring preferences of 170 Christian school administrators. We find that having modest (compared to below-average) academic achievement and qualifications or extensive (compared to limited) experience each increases a teacher candidate’s likelihood of being hired by 26 percentage points. Having strong (compared to modest) academics, being a graduate of a Christian (compared to secular) postsecondary institution, or being a graduate of the administrator’s K-12 school (compared to a different school) produces smaller effects. | ||
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