Reinventing or Rediscovering Ethos? Teachers’ Perceptions of Fostering a Lived School Ethos in a Voluntary Catholic Post-Primary School in Ireland
Citation:
Clodagh Lennon, 'Reinventing or Rediscovering Ethos? Teachers’ Perceptions of Fostering a Lived School Ethos in a Voluntary Catholic Post-Primary School in Ireland'Download Item:
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Abstract:
For many years, Catholic schools have been the primary option for parents sending their
children to school. In recent years, however, a breadth of new options have been established,
putting added pressure on Catholic schools to find new ways to ensure that their ethos is
relevant to the staff and students of today. Ethos is the “the heart and soul of a school”
(Freiburg, 1991, p.1). Student engagement in ethos can have positive outcomes, as Leach
(2016) explains that “engagement is understood to be positively related to academic outcomes
such as retention, progression and completion” (p.23). Teachers have a pivotal role in ethos
promotion and development in schools. In post-primary secondary schools, teachers are
expected to uphold the ethos of the school in their day-to-day interactions with their students.
This can prove challenging when balanced with striving towards academic success. This study
examines teachers’ perceptions, observations and opinions on fostering a lived school ethos in
a modern Catholic voluntary secondary school.
A qualitative analysis research design and an interpretivist paradigm was selected for
this study. Semi-structured individual interviews took place with seven teachers from the
sample school. The main findings reveal that teachers recognise positive examples of ethos
promotion in their school, but they identify several areas for improvement in fostering a lived
ethos in the school. There is a confusion and ignorance of Catholic teaching, anthropology and
theology, which leads to many incorrect assumptions being made about Catholic ethos. These
assumptions are powerful and persuasive and take away from whole school active engagement
with ethos. There is a desire for change amongst some teachers, who do not appreciate the
relevance of the traditional ethos. Dialogue should be encouraged and facilitated, between
believer and non-believers, amongst staff and students alike, in order to develop ethos in
schools. A process of education for all school stakeholders is suggested, to allow school
members to discover the relevance of the school ethos, and so, go on to live it themselves.
Author: Lennon, Clodagh
Advisor:
Robinson, DenisQualification name:
Master of Education Studies and Leadership in Christian EducationType of material:
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