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Relationship Between Level of Education, Adventist Education, and Commitment to Personal Devotional Life
No full textAdventist education prepares students for service in this world and in the world to come, focusing on the mental, physical, social, and spiritual dimensions. This study based on the Global Church Member Survey (2023) investigated the relationship between obtaining an Adventist education, financial support to Adventist education, educational attainment, and personal devotional life of the Seventh-day Adventists
The Church as a Catalyst for Restorative Justice: A Case Study in the Philippines
No full textThis study explores the church’s active involvement in the emotional, spiritual, and psychological recovery of the abuse survivors. It highlights the best practices, challenges, and areas for improvement on faith-based interventions from the survivors and religious leaders’ perspectives. The findings provide insights for strengthening church-led initiatives and survivor support systems in faith communities
Crossroads in Adventism: An Inside Perspective on the Modern Seventh-day Adventist Church
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Stories of Seventh-day Adventist Teachers of Color and their Voluntary Job Mobility During their Early Years of Teaching
No full textProblem
Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.
Method
This transcendental phenomenological qualitative study explored the voluntary job mobility of eight Teachers of Color who were known for motivating their students to succeed. The study was guided by homophily and transformative learning theories, employing a narrative format to reveal the experiences of these educators and the factors influencing their mobility.
Results
Findings indicate that forming and growing homophily relationships is crucial for retaining novice teachers struggling to establish stability in their careers. Additionally, viable transformative processes and strategies can support their transition from becoming teachers to being teachers, increasing retention rates.
Conclusions
This study contributes to the broader discourse on teacher turnover and retention in U.S. schools. It offers recommendations for educational leaders and teacher educators in Teacher Preparation Programs seeking to improve retention practices. Suggestions for novice Teachers of Color at the beginning of their careers are also provided
