A Sense of Belonging of Teachers of Catholic Schools for Secondary Ed Ucation

مرکز و کتابخانه مطالعات اسلامی به زبان های اروپایی

منو

" A Sense of Belonging of Teachers of Catholic Schools for Secondary Ed Ucation "
Theo Bergen, Cees Klaassen, Peter Sleegers, et al.

Document Type	:	AL
Record Number	:	1071999
Doc. No	:	LA115628
Call No	:	‭10.1163/157092599X00102‬
Language of Document	:	English
Main Entry	:	Cees Klaassen
	:	Chris Hermans
	:	Klaus Van Veen
	:	Mariëlle Theunissen
	:	Peter Sleegers
	:	Theo Bergen
Title & Author	:	A Sense of Belonging of Teachers of Catholic Schools for Secondary Ed Ucation [Article]\ Theo Bergen, Cees Klaassen, Peter Sleegers, et al.
Publication Statement	:	Leiden: Brill
Title of Periodical	:	Journal of Empirical Theology
Date	:	1999
Volume/ Issue Number	:	12/2
Page No	:	35–53
Abstract	:	A sense of belonging is conceptualized with the help of some theoretical notions of J. Searle. According to Searle institutional facts are created by constitutive rules. Through these rules people coordinate their actions within institutions. Institutional facts need collective acceptance or agreement. Activities of Catholic schools by which they express their identity, can be seen as institutional facts. These facts can vary from religious meetings (school mass) to study meetings on school identity by teachers. Teachers differ in the type of involvement with these collective actions. This empirical study shows that the difference in involvement in activities that are an expression of the collective identity of the school, is related to the religious profile of teachers. This interaction between personal and collective identity gives insight into the dynamics of the construction of identity of religiously affiliated schools. A sense of belonging is conceptualized with the help of some theoretical notions of J. Searle. According to Searle institutional facts are created by constitutive rules. Through these rules people coordinate their actions within institutions. Institutional facts need collective acceptance or agreement. Activities of Catholic schools by which they express their identity, can be seen as institutional facts. These facts can vary from religious meetings (school mass) to study meetings on school identity by teachers. Teachers differ in the type of involvement with these collective actions. This empirical study shows that the difference in involvement in activities that are an expression of the collective identity of the school, is related to the religious profile of teachers. This interaction between personal and collective identity gives insight into the dynamics of the construction of identity of religiously affiliated schools.
Location & Call number	:	‭10.1163/157092599X00102‬