Abstract
Teaching is often understood by Christian educators as a vocation shaped by divine purpose, yet little empirical research has examined how teachers perceive God’s active involvement in their daily professional practice. This qualitative study investigates how Christian teachers interpret perceived divine activity in their work, focusing on specific experiences of guidance, influence, and sustenance rather than general religious identity. Thematic analysis of open-ended survey responses from practicing teachers (N = 267) identified seven themes, including perceived impact on students’ lives, divine guidance in instructional and relational decisions, and endurance amid professional strain. Participants commonly described God’s activity as formative and sustaining, emphasizing relational presence, moral influence, and perseverance over time rather than extraordinary intervention. Findings suggest that teachers construe their work as a conduit for divine agency that supports vocational meaning, resilience, and coherence within the demands of the teaching profession. This study contributes to scholarship on faith and vocation by providing an empirically grounded account of how perceived divine activity shapes teachers’ professional identity and endurance.
Recommended Citation
Eastman, Dennis and Block, Nicholas
(2026)
"Perceptions of the Divine in Secular Spaces: A Study of U.S. Public-School Teachers,"
The Journal of Faith, Education, and Community: Vol. 8:
Iss.
1, Article 3.
Available at:
https://scholarworks.sfasu.edu/jfec/vol8/iss1/3
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