Teachers’ experiences of spirituality in Swiss secular high schools – an interpretative phenomenological analysis

Wartenweiler, Thomas

doi:10.1080/13617672.2021.1985901

Cited by 4 publications

(1 citation statement)

References 131 publications

(195 reference statements)

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“…In this case, the editors of Elevkanalen are apparent participants. Hence purposeful sampling has been utilized (Creswell & Poth, 2018;Wartenweiler, 2021). The editors are the producers and have unique ownership and responsibility for the content.…”

Section: Sampling and Data Generatingmentioning

confidence: 99%

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

Østereng

2022

Discourse and Communication for Sustainable Education

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Elevkanalen is a web-based digital educational resource containing videos, animations, pictures, learning paths, texts, quizzes, and many features that meet the Norwegian authorities’ requirements for adapted and inclusive learning issued by The Norwegian Directorate for Education and Training (UDIR). The interest of this paper is to examine how the editors of Elevkanalen comprehend video as an educational resource and accordingly contribute to a discussion of professional assessment and didactical utilisation of video in teaching and learning. The protagonists of video-based learning are generally not reluctant to advocate the benefits of using video in education. Nevertheless, in order to be beneficial, it is reasonable to suppose that a deliberate and professional didactical utilisation is required. Video-based learning is at the centre of this study, and the ICAP theory is applied to critically assess video as a learning resource. Moreover, this is discussed in relation to perspectives on education for sustainable development

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Section: Sampling and Data Generatingmentioning

confidence: 99%

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

Østereng

2022

Discourse and Communication for Sustainable Education

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Pivotal to the Future of Catholic Primary Schools: Teachers Who Are not Catholic

Mihovilović

2024

Catholic Education Globally: Challenges and Opportunities

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The influence of spirituality in the relationship between religiosity and work engagement: a perspective on social responsibility

Obregon,

Lopes,

Silva

et al. 2024

SRJ

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Purpose This study aims to investigate the impact of spirituality, spiritual experiences, religiosity, efficacy and job engagement among Brazilian university professors, particularly focusing on the implications for social responsibility. Design/methodology/approach Data were gathered from a nonprobability sample of academics from private and public universities in Brazil during periods of crisis using a standardized survey. The study used partial least squares structural equation modeling as the method for data analysis. Findings The study identified robust correlations between daily spiritual experiences (DSE), spirituality and job engagement and efficacy. Additionally, an indirect effect of religiosity on these variables was identified, mediated via DSE. Religiosity was found to impact spiritual experiences and spirituality. The results identified a direct influence of spirituality on work vigor and self-efficiency. However, the study revealed no significant indirect relationship between religiosity, job engagement and efficacy when mediated solely through spirituality. Research limitations/implications This study is primarily limited by its sampling method and Brazil’s cultural context, potentially affecting the generalizability of the findings. Future research should include a more diverse demographic and extend beyond the Brazilian context to various cultural settings. Despite these limitations, the study provides valuable insights for managers leveraging religiosity, spiritual experiences and spirituality to create a more inclusive workplace. Emphasizing these aspects can help foster an environment that respects and accommodates employees’ diverse religious and spiritual beliefs, enhancing workplace harmony and engagement. Practical implications The findings are relevant for university administrations and policymakers. Recognizing the role of spirituality, spiritual experiences and religiosity in academic engagement can guide the development of more supportive, inclusive and socially responsible work environments. Social implications This research underscores the social responsibility of educational institutions to consider and integrate their faculty members’ spiritual and religious dimensions, especially during times of crisis. It highlights how these aspects can significantly influence engagement and efficacy, contributing to a more holistic approach to employee well-being and organizational culture. Originality/value This study brings a novel contribution to the dialogue around social responsibility in academia by associating religiosity, spiritual experiences and spirituality with job engagement and effectiveness during a global crisis. It highlights the importance of these personal dimensions in the professional environment, particularly in times of elevated stress and uncertainty.

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Teachers’ experiences of spirituality in Swiss secular high schools – an interpretative phenomenological analysis

Abstract: This thesis results entirely from my own work and has not been offered previously for any other degree or diploma.The word-length conforms to the permitted maximum.

Cited by 4 publications

References 131 publications

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

Pivotal to the Future of Catholic Primary Schools: Teachers Who Are not Catholic

The influence of spirituality in the relationship between religiosity and work engagement: a perspective on social responsibility

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