Educators' Self-Understanding of Their Roles as Christians in Public Schools

Abstract A national sample of 389 educators who identify as Christian completed a questionnaire to determine their approaches to living out their faith in public schools. Participants considered 14 possible approaches. They reported modeling Christian virtue and providing “faithful presence” as most descriptive of their practice, but they were more reluctant about approaches that involve equipping students to address societal wrongs, incorporating biblical integration and worldview, and sharing the Christian message. Differences were found based on gender, age, race/ethnicity, and level/subject taught. Implications are drawn for teacher preparation programs to nurture future educators with a broader vision of community transformation.