Alma D. Ochoco
Cavite State University
While it holds true for most Seventh-day Adventist teachers in the denominational institutions to actively implement instructional policies on Integration of Faith and Learning (IFL) teaching in all academic subjects, the experience of IFL in teaching among Seventh-day Adventist teachers in public schools conversely reflects a different scenario. Given their school contexts, it becomes inevitable for them to forego commitment to IFL teaching even if this had been strongly ingrained during their pre-service trainings and consistently reminded to bring the gospel message inside their classrooms. With this premise, this study was conceptualized to explore motivational antecedents for IFL inclusion in classroom teaching, which can provide complementary support to Seventh-day Adventist teachers in public schools to rekindle their commitment and calling to bring the gospel message to their students. What this paper significantly offers the existing body of literature covers a proposed 5-factor motivation model, which includes the following themes: a) spiritual growth; b) professional development; c) school climate; d) positive feedback; and e) availability of time. Results yielded provided substantial recommendations useful in teaching and learning processes, governance, and pre-service training.
Keywords: motivational antecedents, school climate, spiritual growth, positive feedback, professional development, time availability, integration of faith and learning