Date of Award

6-12-2024

Degree Type

Dissertation

Degree Name

Doctorate of Philosophy (PhD) in Education

Department

College of Education, Doctoral Program

First Advisor

Gardner Joseph

Abstract

A fundamental concept of the International Baccalaureate (IB) educational philosophy is international mindedness. International mindedness refers to being, thinking, and acting with openness to the world and an understanding of the interconnectedness of oneself with others. Despite extensive research on religious beliefs and international mindedness separately, there remains a dearth of studies exploring their intersection, especially among the International Baccalaureate (IB) teachers in their early professional years. This study examines how the religious beliefs of early adult and early-career International Baccalaureate (IB) teachers influence their perceptions and manifestations of international mindedness. This study utilizes phenomenological research strategies. It involves eight participants from diverse religious backgrounds, who are early adult and early-career teachers currently teaching at private and public International Baccalaureate (IB) schools in Chicago. The study employs a multi-faceted approach. It began by administering a survey to collect demographic data and evaluate participants' affiliations with religious beliefs and their understanding of international mindedness. Building upon these initial survey results, the researcher then organized a focus group interview to facilitate in-depth discussion. Finally, to further understand some of the phenomena the participants shared, follow-up one-on-one interviews were conducted. The findings of this study indicate that religious beliefs may significantly influence teachers' perceptions and manifestations of international mindedness. Teachers who adhere more strictly to the tenets of their religious beliefs may encounter challenges in advocating international mindedness. Conversely, teachers who are less affiliated with the tenets of their religious beliefs are more likely to promote international mindedness. This study provides insights into factors potentially influencing harmony and discord in International Baccalaureate (IB) educational settings, particularly as these may be mediated by religious beliefs and the notions of international mindedness. The study further addresses how to support teachers, in view of their vital role in fostering international mindedness in students, to potentially address challenges associated with both religious beliefs and international mindedness. However, the scope of this study is constrained by a limited sample size with unique characteristics, underscoring the need for further research to influence educational policy and perspectives on teacher hiring, development, and practice in International Baccalaureate (IB) educational settings.

Download

Share

COinS