Abstract
A survey of 317 randomly sampled Wisconsin public school teachers revealed that 87.9% profess to believe in God. Generally, a teacher's sense of calling and devotion correlated positively with relationships with students and negatively with depersonalization. Based on their conceptions of God, teachers fell into 3 groups (inclusive, traditional, and skeptical). Conceptions of God were associated with beliefs about truth. Teachers' beliefs about God were associated with differential use of classroom resources. The more important teachers' beliefs about God, the stronger the connection these beliefs had to the teachers' professional lives. Other qualitative studies exemplify and corroborate the findings.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
