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Abstract

In this grounded theory study, qualitative data from 11 educators in six diocesan high schools in the New England region revealed an interrelated framework for lay educator faith formation. Dimensions of that framework include the educator’s relationship to the Church, interconnected processes of prayerful reflection and personal encounter, formative experiences with the lives of students, and formation in service as an outward expression of Catholic school identity. Participants also identified how occurrences of disruptive transitions and crises can unite and galvanize Catholic school communities in support of a common faith. By understanding how these dimensions relate to one another, Catholic school leaders can develop intentional and engaging faith formation efforts that lead to faithfully authentic Catholic school communities that more accurately reflect Gospel values and provide a setting where students can encounter the risen Christ.

DOI

10.15365/joce.2401082021

First Page

143

Last Page

164

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

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