10 motivated individuals will overcome obstacles and achieve regardless of the supportive leaders, colleagues, and a common religion. On the other hand, teachers experiencing stress and burnout will not at all be gritty wherever they are placed for work. Moreover, high distractibility when working on projects may be indicative of ADHD, commonly observed in adults as well as children—utterly unrelated to the job placement. Similarly, other underlying conditions, lifestyle factors, and overall lack of motivation can explain why a teacher has trouble focusing on the task. Research Question 4 (RQ4) Taken together, do workplace spirituality, teacher efficacy, and job placement predict Christian teachers’ grit? The fourth research question examined whether the dependent variable grit could be collectively predicted by workplace spirituality, teacher efficacy, and job placement. Even though workplace spirituality was the only significant predictor of grit, taking into account the other two measured variables (β = .41, t(91) = 4.02, p < .001), the overall regression was also found to be significant (F(3, 91) = 8.637, p < .001, R2 = .22). This may be due to two out of three independent variables—spirituality and efficacy—explaining the majority of variance explained in grit. The variance values were 0.54 for spirituality and 1.18 for efficacy. Qualitative Findings Explained (RQ5) Research Question 5 (RQ5) What are Christian teachers’ perceptions regarding incorporating faith at work? The qualitative portion of the current study identified four primary themes that illustrated faith integration into Christian educators’ professional lives: Routine, Perspective, Mission, and Value. The theme of Routine emphasized the established practices of worship and devotion in religious schools, such as chapel services, staff prayer, and devotional sessions, which fostered a spiritual environment and promoted community. Christian teachers engaged in personal prayer and journaling in secular settings, contributing to their sense of purpose and wellbeing. These practices provided support, strength, and wisdom, enhancing their professional and personal lives. The Perspective theme highlighted how Biblical perspectives shaped teaching and disciplinary practices. Christian educators in religious schools integrated Biblical principles into the curriculum, used Christian textbooks, and incorporated scripture into lessons. They modeled Christ-like behavior, demonstrating integrity and grace in their interactions, reinforcing their educational and spiritual mission. The third theme, Mission, discussed how faith-based goals and professional objectives intersected, providing Christian teachers with a sense of calling and purpose. Their faith guided their teaching practices, helping them impart academic knowledge and moral values rooted in Christianity. This mission-driven approach made them resilient in the face of challenges, as they aimed to positively influence students and colleagues, potentially sparking interest in the Christian faith. Lastly, the Value theme focused on the Biblical values that shaped student-teacher relationships. Christian teachers promoted kindness, compassion, and love, seeing each student as unique and valuable. This approach created a nurturing and safe environment, fostering healthy relationships that benefited the educational experience. Overall, integrating faith into their professional roles was a holistic, lived experience that influenced teaching, decision-making, relationships, and personal conduct, making it a central aspect of their daily work. Implications The current study adds unique findings to the grit research, focusing on teachers’ spiritual wellbeing. Rather than exploring various measures of success, the researcher surveyed Christian teachers’ motivation concerning their faith in God, self, and community. Ultimately, the researcher believed a teacher’s ability to teach authentically and passionately led to a successful career. The qualitative findings confirmed that faith integration helped build the discipline and rapport necessary for student success. The current study also discovered that spiritually connected teachers at work were “grittier.” Considering teachers’ sense of self-efficacy and job placement in religious or secular schools, Christian teachers’ spirituality significantly predicted grit. Since previous research did not examine the intersection between faith and grit, there is little to Cynhea Cyndy Chang, Ed.D.
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