Catholic Secondary Schools Research Articles

ICTs’ Role in Strengthening Administrative Management in Catholic Secondary Schools of South West Cameroon

ICTs’ Role in Strengthening Administrative Management in Catholic Secondary Schools of South West Cameroon

The Levels of psychosocial wellbeing among Catholic Secondary School Students raised up by Single parents in catholic Diocese of Butare - Rwanda

The Levels of psychosocial wellbeing among Catholic Secondary School Students raised up by Single parents in catholic Diocese of Butare - Rwanda

Work Climate and Students’ Academic Achievement in Catholic Secondary Schools in Ogun State, Nigeria

This research investigated work climate and students’ academic achievement in Catholic secondary schools in Ogun State. Two research questions guided the investigation. It employed a correlational survey method adopting ex-post-facto design. The participants included thirty-six principals and vice-principals working in all the Catholic secondary schools in Ogun State. The sample for the study consists of the total population, principals and vice principals in Catholic secondary schools in Ogun State. Census sampling method was utilized for the research. Questionnaire and checklist were self-developed by the researcher. The checklist titled “Students’ Academic Achievement Checklist” (SAAC), was utilized to gather data on students’ academic achievement using the promotional results of 2021, 2022 and 2023. The checklist was evaluated from A1 to F9, with D7 to F9 denoting failure and A1 to C6 showing a pass rating while questionnaire titled “Work Climate and Academic Achievement” Questionnaire, (WCAA)” was used by the researcher to gather information from the respondents. Mean scores and standard deviation, were employed to answer research questions. The finding in the study identified substantial connection between school environment and academic achievement of learners in Catholic secondary education in Lagos State. Moreover, a favourable relationship between conducive environments and higher academic achievement was established. The study highlights the interaction between school environment, retention of teachers and academic attainment of students, emphasizing their benefit in the context of Catholic secondary schools in Ogun State. Arising from this research, it was suggested among others that Catholic schools in Ogun State should strive to boost a positive school environment for both tutors and learners. Schools should apply various ways to retain effective, hardworking and experienced teachers. In addition, schools should continuously assess the standard of academic achievement, school environment, and human resource management practices.

In Altum—“Put Out into the Deep”: A Formation Program for Missionary Discipleship for Students at the University of Notre Dame Australia

While there is a significant body of research concerning Catholic faith formation in a variety of educational contexts around the world, relatively little attention has been devoted to the notion of missionary discipleship as a foundation for Catholic formation. Recently, the National Catholic Education Commission, in its document Leading Formation for Mission, also elaborates a solid definition of formation and stated: ‘Formation is imaginative, creative and honours adult learning principles […] It engages the ‘intellect’ and is nurtured by appropriate theological content and it engages the ‘Spirit’ and is characterised by contemplation and action for mission’ (2022). This paper seeks to contribute to a deeper understanding of formation for missionary discipleship by presenting an evaluation of the efficacy of In Altum, a student-focussed ministry and leadership program developed at the University of Notre Dame Australia in response to the developing magisterial teaching concerning the notion of ‘missionary discipleship’. In particular, we examine participants’ personal faith development, understanding of missionary discipleship on campus, preparation for future ministry, and understanding of contemporary challenges to discipleship. The study progresses in three parts: First, it provides a brief background to In Altum, including the philosophical and sociological context, as well as the key theological principles underpinning the formation offered within the program. Second, following an overview of the mixed-methodology approach taken in the study, which details both the use of qualitative and quantitative data derived from focus groups and an online survey, the paper presents the results of the study, which sought to investigate the efficacy of the program as it pertained to the following: (a) the building of (personal subjective assessment of) faith in participants; (b) the building of participants’ understanding of, and confidence in, the task of evangelisation as missionary discipleship in a secularised context; (c) building a strengthened sense of community amongst the participants. In the third and final section, the reported strengths and weaknesses of the program are examined. The paper also comments on implications for the program on the culture of the university more broadly, including precepts of the program’s findings that may be applied in light of the Australian Catholic Plenary Council’s findings to enhance the future directions of formation programs in the Catholic University Chaplaincy, with possible application to Catholic secondary schools and parish youth groups.

Orientation of New Teachers and the Enhancement of the Catholicity of Catholic Secondary Schools in Zambia’s Livingstone District: A Catholic Educational Philosophical Perspective

Orientation of New Teachers and the Enhancement of the Catholicity of Catholic Secondary Schools in Zambia’s Livingstone District: A Catholic Educational Philosophical Perspective

Interprofessional Collaboration: How Social Workers, Psychologists, and Teachers Collaborate to Address Student Wellbeing

ABSTRACT This micro-level study investigated interprofessional collaboration between social workers, psychologists, and teachers who work together to support young people in secondary schools. Drawing on focus group data obtained from 42 key wellbeing staff across four Catholic secondary schools in Melbourne, Victoria, Australia, the results indicate that interprofessional collaboration between social workers, psychologists, and teachers strengthens student wellbeing policies, programs, and processes, and has the potential to provide holistic and focused attention on student wellbeing. However, the study also found that there is a tendency for social workers and psychologists to engage in intensive interventions at the expense of targeted and universal interventions. Effective interprofessional collaboration can expand the knowledge, resources, and support available to students, in turn supporting students’ health and wellbeing. The findings contribute to how school-based social workers and psychologists can use their expert skills and knowledge to support student wellbeing policies and programs. IMPLICATIONS School-based social workers and psychologists are well equipped to utilise their expert skills in interprofessional collaboration with teachers to support student wellbeing in secondary schools. School-based interprofessional collaboration is effective when located within school structures that are clear about roles and lines of referral, and when wellbeing staff are committed to interprofessional collaboration and partnerships.

What Is the Extent of the Church's Influence on Behavior Change among Adolescent Students in Catholic Secondary Schools of Murang'a East Sub-County in the Presence of Social Media?

What Is the Extent of the Church's Influence on Behavior Change among Adolescent Students in Catholic Secondary Schools of Murang'a East Sub-County in the Presence of Social Media?

PRINCIPALS’ USE OF ARBITRATION CONFLICT MANAGEMENT STRATEGY AND ITS IMPACT ON TEACHERS’ EFFECTIVENESS IN CATHOLIC SECONDARY SCHOOLS IN THE KUMBA MUNICIPALITY MEME DIVISION SOUTH WEST REGION OF CAMEROON

This study focused on principals’ arbitration management strategies and its impact on teachers’ effectiveness in Catholic secondary schools in the Kumba municipality, Meme Division, Southwest Region. The lone objective was to investigate the impact of Principals’ arbitration conflict Management strategies on Teachers’ effectiveness in Catholic Secondary Schools in the Kumba municipality. This paper used of John W. Burton conflict resolution theory (1980). The research design chosen for this study was the qualitative case study research design. The sample technique for the research was the purposive sampling technique and the sample size was 9 participants (3 principals and 6 teachers). Two research instruments were used in collecting data for this study: principals’ and teachers’ interview guides). The instruments validity and reliability were ensured through supervisor’s content scrutiny and ensuring transparency and auditing of the research activities as well as peer debriefing. Findings of the study showed that principals use of Arbitration conflict management strategy had an impact on teachers’ effectiveness. Based on this finding the researcher recommended that the Catholic education secretariate should provide capacity building workshop for principals on conflict management. Also, the government in partnership with Catholic hierarchy should encourage the provision of capacity building workshops for teachers on teamwork and collaboration in the teaching environment.

Attracting talented and committed students to the teaching profession. Student perspectives on teaching as a career

Attracting talented students to the teaching profession is crucial if schools are to be at the forefront of preparing future generations for effective participation in a complex society. This research identified the perspectives of Year 12 (final-year) students on teaching as a career, and the factors influencing these perspectives. The data set involved 470 students from five Catholic secondary schools in Western Australia. Results indicated that Year 12 student perspectives were multifaceted and influenced through student experiences, beliefs, personality, and expectations. A conceptual design was proposed to explain the domains of influence on student perspectives of teaching as a career.

The Effects of School Counseling on the General Self-efficacy among Senior High School Students

This study sought to determine the effects of counseling on self-efficacy among senior high school students of a private Catholic secondary school in the City of Santiago, Philippines. It employed a quantitative, cross-sectional research design using the General Self-Efficacy Scale (Sherer, 1982) to gather data from two hundred fifteen (215) respondents. The results of the study showed that the majority of respondents were female, and had one to two counseling sessions attended in the Guidance and Counseling Center of the study site. The respondents’ level of self-efficacy was found to be “high” or 3.02. The t-test findings showed sex differences, where males have significantly higher level of self-efficacy than females after attending counseling sessions. Further, students who attended 1-2 sessions and 3 and above did not show any significant differences in their self-efficacy. The study recommends that the Guidance and Counseling Center shall explore these findings to enhance the provision of counseling services and evaluate the effects of counseling on their clientele.

SCHOOL PRINCIPALS’ CONFLICT MANAGEMENT STRATEGIES AS A DETERMINANT OF TEACHERS’ JOB EFFECTIVENESS IN CATHOLIC SECONDARY SCHOOLS IN THE WOURI DIVISION, LITTORAL REGION OF CAMEROON

This study, examined school principals’ conflict management strategies as a determinant of teachers’ job effectiveness in Catholic Secondary Schools in the Wouri Division, Littoral Region of Cameroon. It adopted the exploratory sequential mixed method research design/ approach. The targeted population of the study comprised the 744 teachers and 13 school principals in 13 Catholic secondary schools in the Wouri Division. Eight (08) principals were purposefully sampled andthree hundred (300) teachers were randomly sampled from eight (08) Catholic Secondary Schools. An interview guide and questionnaires were the tolls adopted for the study administered to school principals and teachers/principals .The overall reliability analysis of the tolls was 0.757. Generally, when the Cronbach’s Alpha Coefficient value is above 0.5 especially in a context where the test items to some extent are directly related to one another as it was the case in the context of this study, the instrument is considered to be valid and reliable for analysis. Findings showed, in aggregate, that most school principals used preferred strategies in managing conflicts that affect teachers’ job effectiveness in Catholic secondary schools such as confrontation (52.1%), awareness raising (47.9%), recollection/moral instructions/mass (41.7%) and dialogue (35.4%). On the part of teachers’ the most common strategy that principals use in managing conflicts that affect teachers’ job effectiveness in Catholic secondary schools is the organization of recollections/masses with a proportion of 41.3%, followed by confrontation at 40.1%, awareness raising 38,0% and dialogue 32.9%. Statistically, findings revealed that there is a significant effect of school principals’ conflict management strategies on teachers’ job effectiveness (calculated r-value=0.339**, P-value =0.000, < 0.05). Based on the findings, it was recommended among other things that conflict management should be introduced in the citizenship syllables for secondary and higher learning institutions to educate learners about the adverse effect of conflicts and how conflicts can be positively managed.

Energy justice in education sector: The impact of student demographics on elementary and secondary school energy consumption

Reducing school energy costs has become an important issue, while the energy saving should consider different school systems and student backgrounds. This study investigated the impact of student demographics on energy consumption in elementary and secondary schools and explores the difference of energy consumption in different types and levels of school systems. Data were collected from 3672 schools (including 3108 elementary and 564 secondary schools, respectively) in Ontario, Canada. The number of students whose first language is not English, the number of students who receive special education services, the number of school-aged children who live in low-income households, and student learning ability are all inversely proportional to energy consumption; student learning ability has the largest negative impact. The partial correlation between student enrollment and energy consumption has a trend of gradually increasing as the grade levels increase in Catholic elementary schools, Catholic secondary schools, and public secondary schools; however, the correlation shows a gradually decreasing trend with the increase in grade levels in public elementary schools. This study is helpful for policy-makers to clarify the energy implications of various student backgrounds and the energy consumption difference in different types and levels of school systems to facilitate their formulation of effective policies.

The Impact of Spiritual Formation on Young People in Catholic Secondary Schools in Zimbabwe

The purpose of this study is to assess the impact of spiritual formation on Catholic young people in Catholic secondary schools in Zimbabwe. The study seeks to determine the spiritual maturity of young people. The data collection instrument that is used is a questionnaire. The survey is distributed to students who are enrolled in Catholic secondary schools in selected boarding or day schools around the provinces. A sample of 70 students was randomly selected on the basis that they were Catholic. The survey asked the students questions regarding their spirituality (one’ spiritual life) and understanding thereof of spirituality in a Roman Catholic Christian context. Analysis of the survey data is done statistically using SPSS v28.0, and the survey results are reported. The major findings of the inquiry are: First, it is noted that most young people were not entirely familiar with basic scriptures about their discipleship with the Lord. Second, the young people have faith in God as they understand why they need to go to Church voluntarily and not just go as a school requirement. Third, it is not clearly determined whether or not the word they know was solely gained as a product of their school activities or from their family backgrounds at home. Fourth, it can be concluded that the spiritual formation of some young people is also attributed to the Catholic education they received at the schools since Catholic schools’ programmes are designed to address that gap. The major findings of this study showed commitment on the part of young people to a pathway of discipleship of Jesus Christ. The findings also informed on issues affecting the spiritual formation of the young people in Catholic schools, bearing in mind that ‘it is not him that willeth, nor him that runneth, but it is God that sheweth mercy’ (Romans 9:16).

An Exploration of Teachers’ Knowledge and Awareness of Issues and Barriers Encountered in Supporting LGBT+ Students: A Study in a Catholic Secondary School in Ireland

ABSTRACT In this study, we focused on teachers’ knowledge and awareness of LGBT+ issues in a Catholic secondary school in Ireland. We explored the barriers teachers encounter that prevent them from being openly supportive of LGBT+ students. For this study, 40 teachers completed an online questionnaire, which was followed by a smaller focus group interview comprising 6 teachers. The findings demonstrate a lack of knowledge about LGBT+ issues among teachers, and the majority have not received any training related to this topic. This can be linked with their lack of awareness of policies, supports, and resources available to help LGBT+ students. The findings suggest a lack of self-awareness because some teachers were not supportive of issues that affect LGBT+ students but believed otherwise. It also is clear from the results that there are mixed perceptions of what is acceptable to discuss and support due to the Catholic ethos of the school. These findings reflect several barriers to supporting LGBT+ students and issues.

Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District

This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.

Piety and privilege. Catholic secondary schooling in Ireland and the theocratic state, 1922–1967. Edited by Tom O'Donaghue and Judith Harford. Pp. x + 233. Oxford–New York: Oxford University Press, 2021. £75. 978 0 19 284316 6

Piety and privilege. Catholic secondary schooling in Ireland and the theocratic state, 1922–1967. Edited by Tom O'Donaghue and Judith Harford. Pp. x + 233. Oxford–New York: Oxford University Press, 2021. £75. 978 0 19 284316 6 - Volume 74 Issue 1

Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview

An overview of the thinking that led us to write our most recent book, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67, constitutes the substance of this paper. Our central argument is that during the period 1922-1967, the Church, unhindered by the State, promoted within secondary schools, practices aimed at “the salvation of souls” and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. This situation proved attractive to successive governments, partly because the great majority of the nation’s politicians and public servants were themselves loyal middle-class Catholics. In addition, the teaching religious played a crucial role in the State’s project of harnessing schools as part of its Gaelic nation-building project. This paper considers what we deem to be three distinctive aspects of our work. First, we detail how it is a contribution not just to the history of education in Ireland but also to the broader field of the history of Catholic Church and State relations in education in the English-speaking world for the period examined. Secondly, we deliberate on the research approach we adopted in generating our exposition. Thirdly, we outline our consideration of three aspects of the process of education in Catholic schools that have been neglected in many accounts to date, namely, the manner in which privilege, piety, and sex education were approached. Keywords: Ireland, secondary schooling. piety, privilege, sex education

Piety and privilege: catholic secondary schooling in ireland and the theocratic state, 1922-1967, by Tom O’ Donoghue and Judith Harford

Review of the book Piety and privilege: catholic secondary schooling in ireland and the theocratic state, 1922-1967, by Tom O’ Donoghue and Judith Harford

The Potential of Catholic Schools: Public Virtues through Private Voucher

Recent US Supreme Court cases signal a likely increase in calls for K-12 school choice programs that include the option of enrolling in religious schools. In turn, criticism of religious school-inclusive school choice programming is likely to shift to policy and values-based critiques. This article addresses two allegations of Catholic primary and secondary school deficiencies in achieving objectives important to a pluralist society, allegations that would invalidate indirect state support of Catholic schools. By analyzing the aesthetics of Hans Georg Gadamer and Aristotelian moral theory in light of American Catholic schools’ potential, this paper rejects claims that Catholic education is unlikely to meet core needs of a contemporary pluralist society.

Seeking Equilibrium While the Debate Continues: The Role of the Director of Religious Studies in Catholic Secondary Schools in the Diocese of Hamilton, Aotearoa New Zealand

This article aims to report on research that explored the role of perceptions of Directors of Religious Studies (DRSs) in Catholic secondary schools in the Hamilton Diocese, Aotearoa New Zealand (ANZ). The DRS position was established to preserve the Catholic special character of these schools after integration with the state education system with the passing of the Private Schools Conditional Integration Act of 1975. This investigation was researched using Glaser and Straus’s (1967) classical grounded theory methodology to develop theory on the extent to which various aspects assist or inhibit DRSs in fostering special character in Catholic schools.