scholarly journals Jacques Maritain’s Seven Misconceptions of Education: Implications for the Preparation of Catholic School Teachers

2002 ◽  
Vol 5 (4) ◽  
Author(s):  
Mario O D’Souza
Keyword(s):  
Catholic School ◽  
School Teachers ◽  
Catholic School Teachers

scholarly journals Stress and Coping Strategies of High School Teachers of Antique Diocesan Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 83-84
Author(s):  
Hazel O. Lagos, MSLT ◽  
Celo I. Magallanes
Keyword(s):  
Coping Strategies ◽  
High School Teachers ◽  
Catholic School ◽  
Stressful Events ◽  
School Teachers ◽  
Job Responsibilities ◽  
Coping Methods ◽  
And Coping ◽  
Personality Beliefs ◽  
Catholic School Teachers

No one is stress-free, no matter how fortunate, rational, intelligent, and knowledgeable he may be. Stress has almost become a sure thing even among Catholic school teachers. This is probably due to their demands for multiple jobs, teaching unmotivated students, maintaining classroom discipline, demanding workload, being subjected to frequent changes, being judged by others, having difficult or frustrating relationships with colleagues and administrators, and poor working conditions. Stressors faced by one teacher are unique to him or her and depend on factors like personality, beliefs, abilities, and circumstances of the teacher.  Other variables, such as coping mechanisms and techniques, personality traits, and environmental characteristics, can interactively influence the teacher's understanding of how stressful situations are.  To deal with stressful events and relieve feelings of distress, teachers use coping methods.  Rilveria (2018) identified nine coping strategies: a cognitive reappraisal, social support, problem-solving, religiosity, tolerance, emotional release, overactivity, recreation, and substance use. It has been observed that Antique Diocesan Catholic School teachers often experience high levels of stress resulting from multiple job responsibilities; thus, the researcher was propelled to explore and understand more this construct. 

scholarly journals Catholic Classroom Communities During Remote Teaching

2021 ◽  
Vol 24 (2) ◽  
pp. 43-61
Author(s):  
John L. Beltramo ◽  
◽  
Krizia Layam ◽  
Julia Lucas ◽  
John Schmitt ◽  
...  
Keyword(s):  
Classroom Community ◽  
Catholic School ◽  
Teaching Program ◽  
School Teachers ◽  
Hybrid Teaching ◽  
Classroom Meetings ◽  
Classroom Communities ◽  
Master Of Arts ◽  
Catholic School Teachers

In this COVID-era study, Catholic school teachers report the challenges that they experienced in supporting classroom communities during remote instruction, as well as the strategies that they enacted to address such challenges and make robust relationships with and among remote students. While teachers engaged in remote teaching, they were also studying in a Catholic Master of Arts in Teaching program, where they participated in weekly Freirian culture circles — structured dialogues designed to help teachers identify problems of equity and collectively devise appropriate responses. The teachers found that classroom community was hindered by a lack of in-person affordances, socioemotional stressors related to the pandemic, struggles to engage students, and structures of hybrid teaching. In response, teachers used the culture circles to create and/or share strategies for supporting remote classroom communities, such as classroom meetings and smallgroup collaboration. Teachers recognized that efforts to develop classroom communities were intimately connected to commitments to equity.

Burnout and its Relationship to Teachers' Somatic Complaints and Illnesses

1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1045-1046 ◽  
Author(s):  
Philip A. Belcastro
Keyword(s):  
Health Risk ◽  
Maslach Burnout Inventory ◽  
Catholic School ◽  
Somatic Complaints ◽  
School Teachers ◽  
Potential Health ◽  
Potential Health Risk ◽  
The Relationship ◽  
Catholic School Teachers

This study was designed to estimate the relationship between teachers' somatic complaints and illnesses and their self-reported job-related stresses. 79% of the secondary Catholic school teachers in Central Ohio were classified into one of two groups based upon their scores on the Maslach Burnout Inventory. Teachers could be correctly classified as burned out or not 91% of the time when utilizing 24 somatic complaints as discriminating variables. Burnout seemed to represent a potential health risk to these teachers.

The Prevalence of Developmental Instruction in Public and Catholic Schools

2010 ◽  
Vol 112 (9) ◽  
pp. 2405-2440 ◽  
Author(s):  
Sean Kelly
Keyword(s):  
Social Context ◽  
Catholic Schools ◽  
Research Question ◽  
Catholic School ◽  
School Teachers ◽  
The Social ◽  
Teachers And Students ◽  
Teacher Reports ◽  
Catholic School Teachers ◽  
Developmental Instruction

Background/Context Prior research has investigated differences in course-taking patterns and achievement growth in public and Catholic schools, but the nature of instruction in Catholic schools is currently understudied. One important dimension of instruction that impacts student engagement is the prevalence of developmental or student-centered instruction. Purpose/Objective/Research Question/Focus of Study The overall goal of the present study was to investigate whether student and teacher reports of developmental instruction differ in public and Catholic schools. In addition, is a teacher's approach to instruction shaped by the social context of the school, as measured by the teacher's perception of her students? Finally, can differences in the social context of schools explain reported differences in the prevalence of developmental instruction in public and Catholic schools? Population, Participants/Subjects Data for this analysis came from the Chicago School Study, a large longitudinal study of public and Catholic schools in the Chicago area. Research Design The prevalence of developmental instruction in public and Catholic schools was analyzed using three student-reported measures of developmental instruction and one teacher-reported measure. Multilevel regression models were used to investigate the relationship between four potential predictors of developmental instruction—teachers’ perceptions of challenging instruction, teachers’ expectations of students’ future educational attainment, teachers’ knowledge of their students’ cultural backgrounds, and principals’ endorsement of developmental instruction—and teacher reports of developmental instruction. Conclusions Catholic school teachers and students were less likely to report the use of developmental instruction than public school teachers and students. This finding was particularly striking given Catholic school teachers’ high expectations for their students’ future educational attainments, a factor that was associated with an increased likelihood of reporting developmental methods in the classroom.

scholarly journals PEMAHAMAN GURU PENDIDIKAN AGAMA KATOLIK TENTANG TUGAS MISIONER GEREJA DAN PELAKSANAANNYA DI SLTA KATOLIK KOTA MADIUN

2019 ◽  
Vol 19 (1) ◽  
pp. 100-115
Author(s):  
Aloysius Iryanto ◽  
Don Bosco Karnan Ardijanto
Keyword(s):  
Qualitative Research ◽  
High Schools ◽  
Catholic Schools ◽  
Catholic School ◽  
Catholic High Schools ◽  
School Teachers ◽  
Religious Educators ◽  
Starting Point ◽  
The City ◽  
The Church

The Sacrament of Baptism and of Confirmation urge the faithful to participate in the mission of the Church. One of various realizations of the Church’s mission is running the Catholic Schools.  In other words, all members of a Catholic school: teachers, employees, students, foundations or parents, are called and sent to be involved in the mission of the Church. One of the fruits of carrying out Church missionary duties in Catholic schools is baptism. In 2012-2016 the number of baptisms in the Catholic High Schools in the city of Madiun was 15 people. Starting from the above, several questions can be asked as the starting point of this research: 1) What is the Church’s mission? 2) What is the Church’s mission according to the Catholoc religious educators? 3) How do the Catholic religious educators implement the Church’s mission in the Catholic Senior High Schools in Madiun city? This study aims: describing the understanding of the Church’s mission, to analyze the understanding of Religious Educators on the Church’s mission and to analyze how the religious educators to realize the Church’s mission in the Catholic Senior High Schools in the Madiun city. To achieve these objectives, researcher used qualitative research methods with interview techniques. The respondents of this study were religious educators in four Catholic Senior High Schools in Madiun. The results of the study show that: 1) The Religious Educators know the understanding of the Church’s mission. 2) All faithful are responsible to participate in the Church’s mission. 3) The Religious Educators had to be responsible and to involve in the Church’s mission in Catholic Senior High Schools. 4) The Religious Educators had already done and implemented the Church’s mission in their schools. In fact, there were some difficulties come from extern or intern of the schools.

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