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Integration of faith and learning : a predictive model for Zimbabwean Seventh-day Adventist Church high schools

Year: 2019
Type: dissertation
Study design: Observational Study
Abstract: Integration of faith and learning (IFL) marks the identity of Seventh-day Adventist (SDA) Church schools. IFL ensures the provision of an ideal environment for a system of education that is Christ-centered, leading toward the accomplishment of the salvation goal. However, studies show that most SDA Church schools globally are lacking in contributing to this goal (Beardsley-Hardy, 2017; Mathema, 1990; Ncube, 1993; Taylor, 2017; Wilkerson, 2015). There is a lack of IFL in SDA Church schools. Not much has been done to explore what it takes to ensure effective implementation of IFL in SDA Church schools. A survey was conducted to investigate the influence of human resource competence (HRC), planning for IFL, academic specialization (AS), teacher emergent concerns (TEC), teacher interest (TI), and religious affiliation (RA) on the implementation of IFL in a Zimbabwean context. A total of 20 schools out of 49 and 226 teachers out of 819 from Zimbabwean SDA Church high schools were randomly selected using multiple-stage sampling in the form of judgmental, cluster, and convenience sampling. The results indicated that all the variables of this study had weak to strong positive relationships. Out of the 6 predictor variables studied in this study, only four (planning for IFL, HRC, AS, and TI) had a significant influence on the criterion variable (IFL). Planning for IFL was the most influential (β = .28, p < .001), followed by AS (β = .23, p < .001), and then by HRC (β = .18, p < .001), and the lowest was TI (β = .16, p < .001). The main contribution of this study was the IFL model that emerged and it explained 59% of the variance in IFL (r2 = .586, F (12,195) = 23.01, p < .001). The model can be tried and tested to authenticate its validity, and further research can be done to investigate other factors that may be good predictors of IFL.
DOI: 10.63201/figf2763
Language: English
Open Access status: gold
OpenAlex ID: W7204033668
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