A qualitative case study exploring the expectancy and value of incorporating service learning in the Catholic independent school classroom as sources of motivation and empowerment for K-12 teachers.

This qualitative case study explored the expectancy and value of incorporating service learning in the Catholic independent school classroom as sources of motivation and empowerment for K–12 teachers. Participants were classroom teachers with experience in implementing and participating in service learning. Various perceived barriers and obstacles may limit the implementation of service learning. Empowering teachers to incorporate service learning more consistently enhances the mission and values of the Catholic Church, which encourage social justice through service to alleviate community needs. Without service learning, students would have fewer opportunities to address community needs through collaboration and hands-on experiential learning. Ensuring that Catholic school administrators understand the perceived support and barriers for incorporating service learning may empower teachers in K–12 Catholic independent schools to implement service learning more frequently and consistently. Participants in this single-case study shared their experiences and perspectives on service learning through an online questionnaire, semi-structured interviews, and a focus group. Each data collection phase encouraged participants to respond to open-ended questions, yielding rich, codable data. Guided by the situated expectancy-value theory (Eccles & Wigfield, 2020), participants shared their expectancy for success and their subjective task value of incorporating service learning. Through triangulation of the data from all three data collection sources, findings were corroborated and validated. Values such as interest, enjoyment, increased social awareness and empathy, alignment with the school’s mission and values, connection, and meaningful interaction enhanced motivation for participants to incorporate service learning in their classrooms. Additionally, support from school administrators, fellow faculty members, and parents contributed positively to the incorporation of service learning. Conversely, participants identified perceived barriers, including logistics, curriculum demands, cost, and a lack of focused professional development, as hindrances to incorporating service learning. Providing a clearer understanding of the conditions necessary for service learning offers greater support for teachers as they implement service learning with traditional pedagogy.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Lahad, Jennifer K., 1981-

Advisor dc:contributor.advisor

• Foster, Marquita D.

• Catholic Church.
• Expectancy for success.
• Situated expectancy-value theory (SEVT)
• Empowerment.
• Motivation.
• Subjective task value.
• Community.
• Service learning.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14117

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14117