| Abstract [eng] |
Recent educational research has increasingly focused not only toward academic results but also toward the identity of educational institutions. Catholic schools are distinguished by their goal of educating the whole person, based on the teachings of the Church and a Christian worldview. This master’s thesis analyzes the professional career of a teacher as a component of a Catholic school’s identity. This study aimed to understand how teachers’ professional activity contributes to the formation of the identity of a Catholic school. The research is based on the assumption that teachers in Catholic schools significantly contribute to shaping the school’s identity. A qualitative methodology was chosen for the study. Eight teachers with experience working in both Catholic and non-Catholic schools were interviewed. Findings revealed that Catholic schools combine the goals of formal and spiritual education, with a strong sense of community and interpersonal relationships standing out most clearly. Throughout their professional careers, teachers significantly contribute to the development of a Catholic school’s identity, having the opportunity to grow both professionally and spiritually. However, challenges were identified – such as an excess of religious practices, a power imbalance between teachers and school leadership, and a lack of constructive dialogue that could help build trust-based working relationships. These factors collectively contribute to a perception of a chaotic school structure. This work may be relevant to researchers in the field of education who study organizational culture, the processes of institutional identity formation, and the issues of teachers’ professional careers. It may also contribute to addressing problems arising from the interaction between faith and education, the integration of religion into educational practices, and the challenges modern schools face in an increasingly secular society. |
