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ERIC Number: EJ1118197
Record Type: Journal
Publication Date: 2016-Oct
Pages: 29
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: EISSN-2164-0246
Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, and Teacher Engagement
Hagan, Daryl C.; Houchens, Gary
Journal of Catholic Education, v20 n1 Article 4 Oct 2016
While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their most pressing challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). Building on Macey and Schneider's (2008) Model of Employee Engagement and McGrath's Model of Group Effectiveness (1964), this case study examined the perceptions of teachers in a highperforming Catholic school regarding their own faculty meetings and how those meetings engaged them in the work of promoting Catholic identity and school improvement. Findings revealed signs of Catholic culture were visible within the physical environment of the faculty meeting, which provided opportunities for prayer, catechesis, and strategies for sharing faith with students. Teachers reported the faculty meetings served as a catalyst in developing, discussing, and reviewing school improvement plans, and provided opportunities for professional development. Faculty meetings assisted in creating a participant-centered learning environment and creating a sense of community among the faculty.
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; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana