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ERIC Number: EJ1058065
Record Type: Journal
Publication Date: 2015-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-2373-8170
Examining Teachers' Self-Described Responses to Student Behavior through the Lens of Catholic Social Teaching Principles
Mucci, Angela Marie
Journal of Catholic Education, v18 n2 Article 2 Mar 2015
The current study examined how teacher beliefs about the tenets of Catholic Social Teaching (CST)--dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable--affected self-described responses to student behavior problems. In-depth interviews with seven secondary Catholic school teachers were analyzed using methods identified in grounded theory. Analyses reveal self-described responses towards behavior differed based on teacher beliefs about the student as an individual and within the context of the classroom. In particular, teacher congruence between beliefs and self-described responses to behavior was seen more in relation to the CST tenets--dignity of the human person and preferential option for the poor and vulnerable--and less in relation to the CST tenet seeking the common good. This congruence provided insight into teacher tolerance for student differences. A discussion on implications for practice concludes the article.
Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A