Shaping Teachers' Interpretation of Spirituality: The Contribution of Anglican and Free Church Colleges in England and Wales

Abstract

A sample of 298 primary-school teachers working within the state-maintained sector in England completed a 150-item questionnaire to assess their understanding of the term “spirituality.” The data demonstrate that after controlling for sex, age, personality, and current religiosity, teachers trained in an Anglican or Free Church College were more likely than teachers trained in secular institutions to interpret the educational construct of spirituality in terms of traditional features of Christianity. There is some evidence for the distinctive religious contribution of Church Colleges to teacher education.