A holistic single-case study to explore how Christian secondary teachers describe their self-efficacy in integrating faith into learning through classroom discussions.

Many Christian secondary teachers and schools struggle to effectively integrate faith and learning into their instruction (Cooling & Green, 2015; Witwer, 2022), making it more difficult to fulfill the Christian school mission of spiritual formation for students (Smith et al., 2021). Christian secondary teachers lack effective professional development focused on faith and learning integration due to time and resource constraints (Horan, 2017). If Christian educators are unable to effectively integrate faith and learning into their pedagogy, their capacity to foster students’ spiritual formation, and consequently influence lifelong religious beliefs, spiritual disciplines, and engagement with prayer and scripture, may be significantly diminished (Lu, 2020). This qualitative holistic single-case study explored Christian secondary teachers’ self-efficacy for integrating faith and learning through classroom discussions after participating in a professional development opportunity on the Harkness method. The case was bound to those who engaged in either the Fall 2023 or Fall 2024 Harkness conference, those who attempted to implement the Harkness method after the conference, and those who were full-time secondary Christian educators. The study included four Christian secondary teachers with a range of teaching experience, from three years to 48 years. The participants taught in grades 7–12, and they had different levels of prior experience with the Harkness method. Data were collected from multiple sources including questionnaires and semi-structured interviews. This study identifies four key findings related to Christian secondary teachers’ self-efficacy for integrating faith and learning through classroom discussions after participating in a professional development opportunity on the Harkness method. The Harkness conference activities served as a catalyst for participants to recognize Harkness discussion as a distinct way to integrate faith and learning, leading them to develop confidence in using intentional strategies, preparing and trusting students to lead faith-centered discussions, and increasing their self-efficacy through positive feelings towards themselves and positive feedback from their school community. The findings are consistent with the self-efficacy theoretical framework developed by Bandura (1978), which guided this study. This study provides implications and recommendations for key decision makers in Christian secondary schools to more effectively integrate faith and learning into instruction.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2026

Author dc:creator

• Winburn, Kaitlin Hope, 1992-

Advisor dc:contributor.advisor

• Pratt, Sarah Smitherman.

• Spiritual formation.
• Classroom discussion.
• Harkness method.
• Self-efficacy.
• Professional development.
• Faith and learning integration.

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/2104/14727

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14727