Abstract
Urban Catholic schools face persistent challenges in teacher recruitment and retention, intensified by limited resources, demanding workloads, and structural inequities. Yet, many educators remain committed, sustained by spiritual identity, communal belonging, and mission‑driven work. This qualitative study examines how urban Catholic school teachers understand formation—intellectually, emotionally, socially, and spiritually—and the formative practices that support them. Drawing on interviews with sixteen urban Catholic school teachers, this study uses Palmer’s framework of holistic formation to analyze how faith-based practices, workplace spirituality, community, and solidarity shape teachers’ professional identities and well‑being. Findings reveal that teachers view formation as both professional preparation and spiritual grounding. These elements function as protective factors that counterbalance structural constraints, fostering purpose, belonging, and moral agency. The study contributes to scholarship on Catholic education by demonstrating how intentional cultivation of spiritual and communal formation can enhance teacher flourishing and strengthen retention in resource‑constrained urban settings.
Recommended Citation
Friedman, Audrey A.; Rosen-Reynoso, Myra; Cownie, Charles T. III; Moreno Vera, Maria A.; and Hunter, Cristina J. PhD
(2026)
"Beyond Preparation: Spiritual and Communal Formation for Urban Catholic School Teachers,"
The Journal of Faith, Education, and Community: Vol. 8:
Iss.
1, Article 4.
Available at:
https://scholarworks.sfasu.edu/jfec/vol8/iss1/4
Tell us how this article helped you.