Exploring the Relationship Between Teacher Spirituality and Teacher Self-efficacy

Chapter
First Online:

Abstract

There often exists an immense disparity between the idealized goals of classroom teachers and the actual shortcomings of these educators. Strategies have been devised and programs have been implemented to enable teachers to be successful; however, these practices often lack the empowerment to sustain teachers through the arduous tasks and demands of being an educator. Teacher education programs, professional development , and teacher curriculum are oftentimes not designed to equip teachers to overcome adversity and discouragement, let alone thrive in the teaching profession. The question is, then, “Why do some teachers persevere through adversity, even moving beyond toward excellence in the profession?” The research on teacher effectiveness has largely examined the techniques and strategies that equip teachers to be effective, but there is very little research that has investigated the effect of teacher spirituality upon teachers’ beliefs regarding their own efficacy (teacher self-efficacy). A study was conducted which included 333 teacher participants from 2 school districts in San Gabriel Valley, California, representing elementary, middle, and high schools (Barsh 2015). The researcher sought to answer the following questions: Does spirituality impact teacher effectiveness? If so, then how does spirituality impact teacher self-efficacy?

Keywords

Prospective Teacher Student Engagement Instructional Strategy Teacher Education Program Classroom Management 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

References

  1. Ashton, P. T. (1990). Editorial. Journal of Teacher Education, 44(1), 2.CrossRefGoogle Scholar
  2. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York, NY: Longman.Google Scholar
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall.Google Scholar
  4. Barsh, R. (2015). Exploring the relationship between teacher spirituality and teacher self-efficacy (Doctoral dissertation, Azusa Pacific University).Google Scholar
  5. Beauregard, M., O’Leary, D., & Lawlor, P. (2007). The spiritual brain. Old Saybrook, CT: Tantor Media.Google Scholar
  6. Bergum, V. (2003). Relational pedagogy: Embodiment, improvisation, and interdependence. Nursing Philosophy, 4, 121–128.CrossRefGoogle Scholar
  7. Bobeck, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 5, 202–205.CrossRefGoogle Scholar
  8. Boyd, R., MacNeil, N., & Sullivan, G. (2006). Relational pedagogy: Putting balance back into students’ learning. Curriculum Leadership: An Electronic Journal for Leaders in Education, 13. Retrieved from http://www.curriculum.edu.au/leader/
  9. Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37–60.CrossRefGoogle Scholar
  10. Buchmann, M. (1984). The use of research knowledge in teacher education and teaching. American Journal of Education, 93, 421–439.CrossRefGoogle Scholar
  11. Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teaching thinking. Educational Researcher, 17(2), 5–12.CrossRefGoogle Scholar
  12. Clarken, R. H. (2008, March 24–28). Developing spiritual potentialities, principles and practices of leadership: A self study in teacher education. Paper presented at the American Educational Researcher Association Annual Meeting, New York, NY.Google Scholar
  13. Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60, 323–337.CrossRefGoogle Scholar
  14. Corbett, J. (2001a). Supporting inclusive education: A connective pedagogy. London, UK: Routledge-Falmer.CrossRefGoogle Scholar
  15. Corbett, J. (2001b). Teaching approaches which support inclusive education: A connective pedagogy. British Journal of Special Education, 28, 55–59.CrossRefGoogle Scholar
  16. Corbett, J., & Norwich, B. (1999). Learners with special educational needs. In P. Mortimore (Ed.), Understanding pedagogy and its impact on learning (pp. 115–136). London, UK: Paul Chapman.CrossRefGoogle Scholar
  17. Council for Curriculum Examination and Assessment. (2007). Curriculum support and implementation box at key stages 1–2. Belfast, Ireland: Northern Ireland Curriculum Council.Google Scholar
  18. Creighton, T. (1999). Spirituality and the principalship: Leadership for the new millennium. International e Journal for Leadership in Learning, 3(11).Google Scholar
  19. Crick, R. D., & Jelfs, H. (2011). Spirituality, learning and personalisation: Exploring the relationship between spiritual development and learning to learn in a faith-based secondary school. International Journal of Children’s Spirituality, 16(3), 197–217.CrossRefGoogle Scholar
  20. Dembo, M. H., & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173–184.CrossRefGoogle Scholar
  21. Dinham, S. M., & Stritter, F. T. (1986). Research on professional education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 952–970). New York, NY: Macmillan.Google Scholar
  22. Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505–526). New York, NY: Macmillan.Google Scholar
  23. Fenstermacher, G. D. (1979). A philosophical consideration of recent research on teacher effectiveness. In L. S. Shulman (Ed.), Review of research in education (Vol. 6, pp. 157–185). Itasca, IL: Peacock.Google Scholar
  24. Fenstermacher, G. D. (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 37–49). New York, NY: Macmillan.Google Scholar
  25. Gadow, S. (1999). Relational narrative: The postmodern turn in nursing ethics. Scholarly Inquiry for Nursing Practice, 13, 57–70.Google Scholar
  26. Gafoor, K. A., & Kottalil, N. (2011). Factors fostering academic resilience: A review of literature. Endeavours in Education (accepted for publication).Google Scholar
  27. Gooden, W. (2000). Confidence under pressure. How faith supports risk taking. In R. Banks & K. Powell (Eds.), Faith in leadership: How leaders live out their faith in their work and why it matters (pp. 46–61). San Francisco, CA: Jossey-Bass.Google Scholar
  28. Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching & Teacher Education, 4, 121–137.CrossRefGoogle Scholar
  29. Graham, B. L. (2001). Resilience among American Indian youth: First nations youth resilience study. Dissertation Abstracts International, 62(3-B), 1615.Google Scholar
  30. Graseck, P. (2005). Where’s the ministry in administration? Attending to the souls of our schools. Phi Delta Kappan, 86, 373.CrossRefGoogle Scholar
  31. Green, A. (2009). Rabbinic training and transdenominationalism: Some personal perspectives. In Z. Heller (Ed.), Synagogues in a time of change: Fragmentation and diversity in Jewish religious movements. The Alban Institute: Herndon, VA.Google Scholar
  32. Guillory, W. A. (2002). Spirituality in the workplace: A guide for adapting to the chaotically changing workplace. Salt Lake City, UT: Innovations International.Google Scholar
  33. Hay, D., & Nye, R. (2006). The spirit of the child. London, UK: Jessica Kingsley.Google Scholar
  34. Holt, C., Hargrove, P., & Harris, S. (2011). An investigation into the life experiences and beliefs of teachers exhibiting highly effective classroom management behaviors. Teacher Education and Practice, 24(1), 96–113.Google Scholar
  35. Jacobs, A. C. (2012). South African teachers’ views on the inclusion of spirituality education in the subject life orientation. International Journal of Children’s Spirituality, 17, 235–253.CrossRefGoogle Scholar
  36. Kanarek, J., & Lehman, M. (2013). Assigning integration: A framework for intellectual, personal, and professional development in seminary courses. Teaching Theology & Religion, 16(1), 18–32.CrossRefGoogle Scholar
  37. Keyes, M. W., Hanley-Maxwell, C., & Capper, G. A. (1999). “Spirituality? It’s the core of my leadership”: Empowering leadership in an inclusive elementary school. Educational Administration Quarterly, 35, 203–237.CrossRefGoogle Scholar
  38. King, U. (2008). The search for spirituality: Our global quest for a spiritual life. New York, NY: BlueBridge.Google Scholar
  39. Koenig, H. G. (2004). Religion, spirituality, and medicine research findings and implications for clinical practice. Southern Medical Journal, 97, 1194–1200.CrossRefGoogle Scholar
  40. Lewis, H. (1990). A question of values. San Francisco, CA: Harper & Row.Google Scholar
  41. Linda, L. (Ed.). (2002). Schools with spirit: Nurturing the inner lives of children and teachers. Boston, MA: Beacon Press.Google Scholar
  42. Long, L. (2008). Narrative autoethnography and the promotion of spiritual well-being in teacher research and practice. Pastoral Care in Education, 26(3), 187–196.CrossRefGoogle Scholar
  43. Martin, A., & Dawson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Martin Review of Educational Research, 79, 327–365.CrossRefGoogle Scholar
  44. Maxwell, J. C. (2003). Leadership promises for everyday: A daily devotional. Nashville, TN: Countryman.Google Scholar
  45. McFague, S. (1997). Super, natural Christians. London, UK: SCM.Google Scholar
  46. Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11, 201–225.CrossRefGoogle Scholar
  47. Munby, H. (1984). A qualitative approach to the study of a teacher’s beliefs. Journal of Research in Science Teaching, 21, 27–38.CrossRefGoogle Scholar
  48. Ncert, P. E. (1981). A draft curriculum for Class I to X. New Delhi, India: Author.Google Scholar
  49. NCTE. (2009). National curriculum framework for teacher education. New Delhi, India: National Council for Teacher Education.Google Scholar
  50. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.CrossRefGoogle Scholar
  51. Nisbett, R., & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  52. Oberski, I., & McNally, J. (2007). Holism in teacher development: A Goethean perspective. Teaching and teacher education: An International Journal of Research and Studies, 23, 935–943.CrossRefGoogle Scholar
  53. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.CrossRefGoogle Scholar
  54. Palmer, P. (2000). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.Google Scholar
  55. Perrone, K. M., Webb, L. K., Wright, S. L., Jackson, Z. V., & Ksiazak, T. M. (2006). Relationship of spirituality to work and family roles and life satisfaction among gifted adults. Journal of Mental Health Counseling, 28(6), 252–268.Google Scholar
  56. Porter, A. C., & Freeman, D. J. (1986). Professional orientations: An essential domain for teacher testing. Journal of Negro Education, 55, 284–292.CrossRefGoogle Scholar
  57. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.CrossRefGoogle Scholar
  58. Richards, P. S., & Bergin, A. E. (1997). A spiritual strategy for counseling and psychotherapy. Washington, DC: American Psychological Association.CrossRefGoogle Scholar
  59. Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.Google Scholar
  60. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.CrossRefGoogle Scholar
  61. Silvern, S. B. (2006). Educating mind and spirit: Embracing a confluence of cultures in the education of children. Childhood Education, 83(1), 2.CrossRefGoogle Scholar
  62. Solomon, J., & Hunter, J. (2002, September). A psychological view of spirituality and leadership. The School Administrator. Retrieved from http://www.aasa.org/publications/sa/2002_09/stokley.html
  63. Stanley, A. Q. (2011). Benefits of teacher ‘connections’ in stressful educational settings. International Journal of Children’s Spirituality, 16(1), 47–58.CrossRefGoogle Scholar
  64. Tabachnick, B. R., Popkewitz, T. S., & Zeichner, K. M. (1979). Teacher education and the professional perspectives of student teachers. Interchange, 10(4), 12–29.CrossRefGoogle Scholar
  65. Thom, D. J. (1984). The spiritual factor in education administration. McGill Journal of Education, 19, 79–93.Google Scholar
  66. Thom, D. J. (2002). Character and spirituality in educational leadership. CEA Newsletter, 502, 1–2.Google Scholar
  67. Thom, D. J., Ma, Q., & Ho, K. (2005). Educational leadership in the spiritual way: “Whatever will be, will be”. New Horizons in Education, 52, 117–123.Google Scholar
  68. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.CrossRefGoogle Scholar
  69. Underwood, L. (2011). The daily spiritual experience scale: Overview and results. Religions, 2, 29–50.CrossRefGoogle Scholar
  70. Walvoord, B. E. (2008). Students’ spirituality and “big questions” in introductory religion courses. Teaching Theology & Religion, 11(1), 3–13.CrossRefGoogle Scholar
  71. Weinstein, C. S. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching & Teacher Education, 4, 31–40.CrossRefGoogle Scholar
  72. Weinstein, C. S. (1989). Teacher education students’ perceptions of teaching. Journal of Teacher Education, 40(2), 53–60.CrossRefGoogle Scholar
  73. Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204–209.Google Scholar
  74. Zohar, D., & Marshall, I. (2000). SQ: Connecting with our spiritual intelligence. New York, NY: Bloomsbury.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.Azusa Pacific UniversityAzusaUSA

Personalised recommendations