Christian school leaders’ perspectives on identifying and hiring high-quality teachers
Teacher quality is one of the most important factors influencing a student’s educational outcomes, yet scant research has examined teacher hiring and quality in Protestant Christian schools. In this qualitative work, we thematically analyze interviews about Christian schools’ teacher hiring practice...
| Authors: | ; ; |
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| 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: 2, Pages: 183-201 |
| Further subjects: | B
Christian Education
B Artificial Intelligence B Teacher quality B Educational leadership B Teacher hiring |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | Teacher quality is one of the most important factors influencing a student’s educational outcomes, yet scant research has examined teacher hiring and quality in Protestant Christian schools. In this qualitative work, we thematically analyze interviews about Christian schools’ teacher hiring practices with a group of 12 leaders from 10 member schools in the Association of Christian Schools International. We find that these 10 schools generally follow a standard hiring process. The qualifications they seek in teachers could be arranged into a pyramid, where the base—the most fundamental quality—is demonstration of authentic belief in Protestant Christian doctrines. After faith, school leaders desired teachers to demonstrate Christian virtue and to be a good “fit” for their school culture; at the tip of the pyramid is the category of professional and pedagogical skills. While there was some heterogeneity in the top three tiers among school leaders, all agreed on the importance of Christian school teachers having “a heart for Christ and a heart for kids.” |
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| ISSN: | 2199-4625 |
| Contains: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-024-00233-4 |