8 questions. The following four items, developed upon research on online retrospective probing (Behr et al., 2017; Züll, 2016), were added to the end of the questionnaire: Item 1. In what ways do you integrate faith at work? List a few examples. Item 2. What structures or supports are in place at your school that facilitate your integration of faith? Item 3. What are some factors at work that may limit your ability to fully incorporate faith at work? Item 4. What benefits does incorporating faith at work provide to you and others at school? Summary of Findings and Interpretation of Results Using the data from 95 teachers of the Protestant faith, the researcher calculated descriptive statistics, observed significant correlations, and made decisions to accept or reject the null hypothesis. The Christian teacher sample self-reported as being 81.1% female and 18.9% male. The mean age was 40.93 years, with a standard deviation of 12.76. The majority of participants, 61%, reported as white 61.1%, followed by 22.1% Asian, and 13.7% Hispanic or Latino. The mean tenure was 12.14 years, with a standard deviation of 10.93. Finally, 65.3% of teachers worked in a religious school and 34.7% in a secular school. Quantitative variables were determined as mean scores across all items. According to the descriptive statistics, scores from all three measured variables had a left skewed distribution. The Grit-S had 8 items, and the maximum score possible was 5. The participants, on average, scored 3.71 with a standard deviation of 0.57. While Duckworth et al. (2007) reported Cronbach’s alpha score of .85, the current study’s internal consistency reliability for the grit items was estimated at .727. The Spirit at Work Scale (SAWS) had a total of 18 items, and the maximum score possible was 6. The participants’ mean score was 5.1 with a standard deviation of 0.74. Kinjerski’s (2013) alpha score of .93 was closely aligned with the current study’s reliability score of .932. Lastly, the Teachers’ Sense of Efficacy Scale (TSES-S) had 12 items, and the maximum score possible was 9. The mean score for the participants Cynhea Cyndy Chang, Ed.D. was 7.3, with a standard deviation of 1.09. This reflects that the participants felt most confident in answering the spirituality questionnaire, which asked them to reflect on engaging work, a sense of community, spiritual connection, and mystical experience. The current study’s reliability of the efficacy scale was .930, which was slightly greater than .90 reported by Tschannen-Moran and Hoy (2001). When the correlation between variables and their respective p values were examined, the correlation between grit and spirituality and between efficacy and spirituality was significant with a p-value of < .001. The correlation between grit and efficacy was also significant (p = .002). A significant correlation between predictors—efficacy and spirituality—required the researcher to check the regression structure coefficients to determine the unique contribution of each predictor in the multiple regression analysis. The independence of observations, normality, homoscedasticity, and non-collinearity were tested and confirmed. Another significant correlation between spirituality and placement (p = .032) revealed that teachers in religious schools had higher levels of spirit at work than those teachers in secular schools. The researcher believes that the alignment of personal and organizational goals led to higher scores in engaging work and the shared belief led to a stronger sense of community. In addition, when Christian teachers are supported by the administration, teachers, and families to practice their faith, they are more likely to experience a heightened sense of community. The community that further challenges and keeps Christian teachers accountable may also have allowed them to stay connected to God at work. Finally, the overall culture of gratitude at religious schools could have been the source of energy and joy, attributing to higher scores in mystical experience. In the following sections, the researcher will review a summary of findings for each research question and provide possible explanations for the results obtained. Overall, the multiple regression model Grit = 1.614 + 0.314 (Spirituality) + 0.075 (Efficacy) + -0.087 (Placement) produced a multiple R2 of .222, meaning that the three
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