The spiritual identity of primary school educators in Ireland and their perceptions of spirituality in schools: interpretative phenomenological analysis

Abstract

Research on spirituality has become increasingly common within academic literature. National and international policy document attest to its value as a complex existential phenomenon. As the body of scholarly research on the spirituality of the child expands, it reveals a gap in the existing literature. This research thesis offers insight into the largely absent voice of the educator on the topic of their own spiritual identity and their perceptions of spirituality in Irish primary school classrooms. The current study is contextualised within an increasingly diverse Irish society and is influenced by its rich spiritual history. It addresses the need for insight and clarity surrounding conceptualisations of spirituality and is undertaken with a sample group of ten primary school educators. These educators have diverse experiences and career trajectories and are employed in schools of diverse patronage throughout the Republic of Ireland (RoI). Grounded within the interpretivist paradigm, this research employs semi-structured interviews to facilitate the gathering of rich, complex experiential data. Following rigorous engagement with Interpretative Phenomenological Analysis (Smith et al. 2022), the findings of this research highlight that spirituality is a multi-faceted, encompassing and contested concept.

While there are many commonalities in the conceptualisations presented in this original research, findings indicate that educators experience considerable uncertainty relating to the concept of spirituality as well as in their personal spiritual identities and the spiritual development of children in Rol primary schools. The findings illuminate new insights in to the dynamic, nuanced, diverse spiritual identities of educators which are shaped by personal beliefs, values, priorities and other socio-cultural influences. This research reveals that 90% of participants have spiritual beliefs which manifest in pluriform ways. The study contributes to contemporary conceptualisations of the complex, contested relationship between spirituality and religion. It highlights that the navigation of personal spiritual beliefs in RoI primary schools can be a sensitive issue as educators attempt to reconcile their identity with the characteristic spirit of their school. While 70% of participants believe that spirituality should be addressed in schools as part of the child’s holistic development, not all research participants agree. Further, the research reveals participants’ uncertainty as to how to address spirituality within high-pressure classrooms and the issue requires careful consideration from a human rights perspective. The study offers several recommendations for key stakeholders including policymakers, Initial Teacher Education (ITE) providers and educational researchers.