An exploration of how teachers in Catholic secondary schools understand their roles in promoting student development
Prof Doc Thesis
Rangiira, Brett. (2021) An exploration of how teachers in Catholic secondary schools understand their roles in promoting student development [Prof Doc Thesis]. Australian Catholic University Faculty of Education and Arts https://doi.org/10.26199/acu.8w363
|Type||Prof Doc Thesis|
|Qualification name||Doctor of Education|
The success of Catholic education depends largely on teachers’ performance within their roles, and how they meet the multiple stakeholder expectations for students’ intellectual, social and personal, and faith development. How teachers make sense of this complex set of expectations and understand their roles in promoting students’ development is central to their performance. However, this issue has to date received little attention within the literature, and the limited understanding of how teachers in Catholic secondary schools understand their roles in promoting student development is the research problem addressed by this study. It is a significant research problem because conceptualising how teachers understand their roles may provide insights for stakeholders to collaboratively engage with teachers in Catholic secondary schools on their fundamental responsibility of promoting student development, and may also support teachers themselves to reflect more deeply on the nature of their professional identity.
The purpose of this research then is to investigate how teachers in Catholic secondary schools understand their roles in promoting student development. A review of the literature located this issue within the broader topic of teacher professional identity and a body of associated research was synthesised to generate the research questions. This included research exploring teacher cognitions, emotions, biographical narratives, reflection and reflexivity, context and professional identity, teacher agency, and teacher–teacher and teacher–student relationships. It also considered frameworks for understanding the nature of spirituality and faith.
The study addresses one major research question and four specific research questions (SRQs). The major research question is How do teachers in contemporary Catholic secondary schools understand their roles in promoting student development? The SRQs are as follows:
Given the predominantly qualitative nature of the methodology and researcher positionality, the limitations of the study include issues of generalisation of the findings, authenticity of the data and analysis, and representativeness of the sample of teacher participants. Each of these limitations is addressed in the final chapter.
Finally, there are seven recommendations arising from the study:
|Publisher||Australian Catholic University|
|Digital Object Identifier (DOI)||https://doi.org/10.26199/acu.8w363|
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|Publication process dates|
|Deposited||09 Jun 2021|
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