Religiosity, school satisfaction, and the decision to teach in Christian schools - Evidence from American and Bahamian high schools
This study investigated (a) the importance of religiosity on school satisfaction and the decision of teachers and current students to remain and teach respectively in Christian schools; and (b) the influence of school satisfaction in Christian schools on the decision of teachers and current students to remain and teach respectively in Christian schools. The sample included 133 students and 28 teachers from the United States, and 169 students and 55 teachers from the Bahamas. Student satisfaction was measured by an instrument designed by the researcher, and teacher satisfaction was measured by the Teacher Job Satisfaction Survey developed by Mendenhall (1977) and later revised by Speed (1979). The standardized instrument, Religious Life Inventory was used to assess the teachers' and students' religious orientations. In addition to descriptive statistics, data were analyzed using factor analysis and regression analysis.
With regard to the students, the results showed that students with higher spiritual-maturity scores tend to have more positive attitudes toward their schools than those with lower scores. Additionally, extrinsic religiosity positively relates to student school satisfaction. By contrast, the extent of school satisfaction has little to do with intrinsic and quest religiosity. The analysis also showed that there is a positive correlation between the levels of school satisfaction and desire to teach in the school. With respect to the teachers, quest religiosity was found to be conversely associated with teacher job satisfaction, whereas age positively relates to job satisfaction. Teacher job satisfaction is significantly, positively correlated with teachers' decision to remain in the school. Spiritual maturity and religious orientations had no significant impact on the prediction of teacher job satisfaction and teacher commitment to teaching in Christian schools.
With regard to the students, the results showed that students with higher spiritual-maturity scores tend to have more positive attitudes toward their schools than those with lower scores. Additionally, extrinsic religiosity positively relates to student school satisfaction. By contrast, the extent of school satisfaction has little to do with intrinsic and quest religiosity. The analysis also showed that there is a positive correlation between the levels of school satisfaction and desire to teach in the school. With respect to the teachers, quest religiosity was found to be conversely associated with teacher job satisfaction, whereas age positively relates to job satisfaction. Teacher job satisfaction is significantly, positively correlated with teachers' decision to remain in the school. Spiritual maturity and religious orientations had no significant impact on the prediction of teacher job satisfaction and teacher commitment to teaching in Christian schools.
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For Sale
Publication Date:
2004
Author:
Cheryl R Rolle
Order Information:
Full text available online through ProQuest Digital Dissertations
Topics:
Language:
English
Resource Type:
Unpublished Plans & Papers; Internet Resources
Resource Objective:
Research
Level:
Kindergarten-Grade 12
Audience:
Administrator / Leader, Teacher / Faculty, Researcher
Religious Origin:
Seventh-day Adventist