The influences shaping eight educators’ perceptions of Adventist Education

Abstract

This research was conceived in response to the need to move forward with authentic Adventist Education in a climate of changing government regulations, changing clientele, and a growing faith-based education sector. The following research question drove this investigation: How have the lived experiences of eight educators shaped their perceptions of the philosophy, purpose, and praxis of Adventist Education? A qualitative methodology was employed and a bricolage approach, using more than one data-collection instrument, was used to gather “lived experience” data from eight educators working in the Adventist Education system. Inductive coding methods were employed to analyse two-phase, dyadic, semi- structured interviews, and participant drawings were similarly analysed. Analysis through coding revealed themes and categories. Deductive analysis, using the properties of sensemaking as pre-determined categories, was also used. The findings are presented as tables, hermeneutic and phenomenological narratives, circumplex graphs, and written analyses of the participant-drawn diagrams. The key findings revealed a diversity of perceptions regarding the philosophy, purpose, and praxis of Adventist Education, and twelve shaping influences that contributed to these perceptions, and which fell under the themes of authentic relationships and sensemaking reflection. The twelve shaping influences offer insights into how the “lived experiences” of eight Educators shaped their perceptions of Adventist Education and may be used to understand how perceptions mature. The findings may also be used to develop processes that will enhance the clarity of the philosophy, purpose, and praxis of Adventist Education in the minds of teachers and administrators. This is significant as the efficacy of Adventist Education depends on the ability of its employees to action the organisation’s philosophy, purpose, and praxis in positive and productive ways.