This research was conceived in response to the need to move forward with authentic Adventist Education in a climate of changing government regulations, shifting clientele, and a growing faith-based education sector. The following research question drove this investigation: How have the lived experiences of eight educators shaped their perceptions of the philosophy, purpose, and praxis of Adventist Education?
A qualitative methodology was employed, and a bricolage approach, using multiple data-collection instruments, was used to gather “lived experience” data from eight educators working in the Adventist Education system. Inductive coding methods were employed to analyse two-phase, dyadic, semi-structured interviews, and participant drawings were similarly analysed. Analysis through coding revealed themes and categories. Deductive analysis, using the properties of sensemaking as pre-determined categories, was also used. The findings are presented as tables, hermeneutic and phenomenological narratives, circumplex graphs, and written analyses of the participant-drawn diagrams.
Key insights:
This research revealed a diversity of perceptions regarding the philosophy, purpose, and praxis of Adventist Education. Key insights include the identification of twelve shaping influences that contributed to these perceptions, and which fell under the themes of authentic relationships and sensemaking reflection. The twelve shaping influences offer insights into how the “lived experiences” of eight Educators shaped their perceptions of Adventist Education and may be used to understand how perceptions mature. The findings may also be used to develop processes that will enhance the clarity of the philosophy, purpose, and praxis of Adventist Education in the minds of teachers and administrators.
Impact and outcomes:
This research is significant as the efficacy of Adventist Education depends on the ability of its employees to enact the organisation’s philosophy, purpose, and praxis in positive and productive ways.
Schools and conferences may use the Shaping Influences to understand how perceptions of teaching staff are formed and to act as a springboard for discussion.
Research outputs:
Christian, B. (2019). Revealing Jesus through teacher relationships: How educators’ relationships impact the ethos of the learning environment. In P. Kilgour, & B. Christian (Eds.), Revealing Jesus in the learning environment: Experiences of Christian educators (pp. 35-54). Avondale Academic.
Christian, B. (2024). The influences shaping eight educators’ perceptions of Adventist education [Doctoral dissertation, Avondale University]. Avondale Research. https://research.avondale.edu.au/handle/1897/36055282
Presentations
2016 – CERC Conference (Methodology)
2019 – CERC Conference (Initial findings)
12 Sept 2024 – Soapbox Shorts 2 (Implications for Educators and broader applications for other work situations)
Fields of Research Codes:
3902 Education policy, sociology and philosophy
3999: Other education
Status:
Completed (2015-2024)
Sustainable Development Goals:
