The Perceived Influence of Lasallian Mission Formation Programs o

The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2016 The Perceived Influence of Lasallian Mission Formation Programs on Participants from the District of San Francisco New Orleans Gary Cannon University of San Francisco, gjcannon@dons.usfca.edu Follow this and additional works at: https://repository.usfca.edu/diss Part of the Educational Administration and Supervision Commons, and the Educational Leadership Commons Recommended Citation Cannon, Gary, "The Perceived Influence of Lasallian Mission Formation Programs on Participants from the District of San Francisco New Orleans" (2016) Doctoral Dissertations 320 https://repository.usfca.edu/diss/320 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center For more information, please contact repository@usfca.edu The University of San Francisco THE PERCEIVED INFLUENCE OF LASALLIAN MISSION FORMATION PROGRAMS ON PARTICIPANTS FROM THE DISTRICT OF SAN FRANCISCO NEW ORLEANS A Dissertation Presented to The Faculty of the School of Education Department of Leadership Studies Catholic Educational Leadership Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Gary J Cannon San Francisco December 2016 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract The Perceived Influence of Lasallian Mission Formation Programs on Participants from the District of San Francisco New Orleans The mission of Catholic education involves the faith formation and the integral human development of individuals (Second Vatican Council, 1965a) The Catholic Church recognizes that the realization of this two-fold mission, religious and academic, is primarily dependent upon school faculty and staff The De La Salle Christian Brothers have made mission formation of faculty and staff one of their principal aims Within the United States, they provide a variety of Regional and District formation programs to assist their faculty and staff advance the mission of Lasallian Catholic education To date, limited empirical data exists concerning these formation programs This study sought to address that limitation This study investigated the perceptions of Lasallian Catholic school faculty and staff of the San Francisco New Orleans District (SFNO District) regarding their mission formation experiences between 2005 and 2015 The quantitative study utilized a researcher-designed online survey One hundred sixty-six faculty and staff from 16 Lasallian Catholic secondary schools who attended the nine Lasallian mission formation programs under review were invited to participate in this research, and 73% (N=121) accepted and completed the online survey Most participants (92%) were lay men and women The study’s findings suggest that the Catholic Church’s call for faculty and staff to be prepared and formed both spiritually and professionally is being addressed by the ii SFNO District Christian Brothers The findings also confirmed the influence of the Lasallian Regional and District mission formation programs upon the study’s participants Data revealed that the respondents perceived the programs experienced to be “very influential” on their ability to address the Five Core Principals of Lasallian education in their schools Also, respondents considered the programs under review to be recommendable to a colleague Data found that 45% of the respondents attended one mission formation program while 55% attended two or more programs during the time period examined However, less than 20% of all faculty and staff in the 16 Lasallian secondary schools had attended one of the nine mission formation programs under review during this time period This finding suggests that Lasallian mission formation in the SFNO District is needed in the future iii This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education The content and research methodologies presented in this work represent the work of the candidate alone Gary J Cannon Candidate November 16, 2016 _ Date Dissertation Committee Dr Doreen Jones Chairperson November 16, 2016 Dr Michael Duffy November 16, 2016 Dr James Everitt November 16, 2016 iv DEDICATION To my primary and principle educators Jim and Mary Helen, my parents Thank you for your love, wisdom, example, and support You have taught me the most important lessons I am blessed to be your son and I love you To my primary and principle students Molly and Liam, my children Thank you for your love and inspiration And for putting up with Daddy’s time away for school work I am blessed to be your father and I love you To my primary and principle teaching partner Betsy, my wife Thank you for your love, support and patience For the sacrifice of time and energy you gave on behalf of this journey And for all that you have taught me over the years I am blessed to be your husband and I love you v ACKNOWLEDGEMENTS I acknowledge with gratitude all my teachers, those who committed their life to the growth and education of others I am especially grateful to those who inspired my own vocation, including my teachers and professors at Grand Island Central Catholic, the University of Notre Dame, the Jesuit School of Theology at Berkeley, and the University of San Francisco Of equal importance are my classmates and colleagues who have helped shape me and, through their support and challenge, have made me a better teacher and administrator I am especially grateful for my Zahm Hall, Lewis Hall, and London Program friends; for my Gelos community family; my JSTB faith sharing group and comprehensive exams study group; for my cone dinner partners; and for my fellow students and colleagues in the Catholic Educational Leadership program I am grateful to the Christian Brothers and Daughters of Charity, for the gift of their charisms, for their faith in the holy presence of God, for their commitment to mission formation, and for their lived example Special thanks to Br Donald, Br James, Gery, Greg, Janet, Charlie, Sr Marjory Ann, Sr Chris, and Sr Julie I am also thankful for the Jesuit and Holy Cross charisms and the foundational impact those individuals and communities have had on my faith life and educational experience I want to acknowledge and thank my Lasallian Leadership cohort and the colleagues with whom I shared the Vandhu Paaru experience Most recently, I am grateful for the wisdom and laughter I experience with school leaders in the Vincentian Educators Leadership Gathering (VELG), the Lasallian District Chief Administrators Association (DCAA), and the Lasallian Association of Secondary School Chief Administrators (LASSCA) From the University of San Francisco, I acknowledge with gratitude the three Directors of the Institute for Catholic Educational Leadership (ICEL): Br Ray Vercruysse, CFC, who encouraged me to begin the program; Fr Steve Katsouros, S.J., who worked with me on directed reading courses and assisted in Sacred Heart Cathedral’s board retreat; and Dr Michael Duffy, who served on my committee, provided financial support through scholarships or tuition waivers, and provided insight and support in bringing my studies to a successful conclusion I would also like to acknowledge Dr James Everitt, who served on my committee, provided wise counsel and feedback, and has given support as a fellow Catholic educational leader for many years I also thank Gini for her enthusiasm and support of my doctoral studies I acknowledge the support of the Jesuit Community of the University of San Francisco, who partially subsidize the ICEL program for Catholic school educators like me Similarly, the Archdiocese of San Francisco supported my studies through its Educator Incentive Grants I am grateful for this collective, generous financial aid that made my doctoral studies possible I gratefully acknowledge Fred Reichheld for his work and for his permission to use the Ultimate Question protocol in my research I am thankful for my colleagues who vi participated in this study, those who aided in my initial validity and reliability processes, those who participated in the pilot study, and those who participated in the dissertation survey research I am grateful to Dr Helen Hollis who provided ongoing, invaluable statistical advisement and support; her expertise as a statistician facilitated my development as a researcher I am also thankful to the patient, wise, and extremely helpful editorial work of Judy and Eileen I acknowledge with gratitude the phenomenal educators with whom I have been blessed to work at Cardinal Spellman High School and Sacred Heart Cathedral Preparatory While I could list many, I especially acknowledge Fr Frank for believing in and supporting me as a new teacher I thank Ned and Ken who first showed me what it meant to be a Lasallian in the classroom and the community I am very grateful for the support and encouragement of John and Br Ron who, as school presidents, supported me in my studies Perhaps even more importantly, I am grateful for Joan, Mario, and Christine, outstanding leaders who selflessly supported my studies in word and deed, often taking on extra assignments Thank you A special thank you to the students I have had the privilege to teach and lead over the years I have been blessed by your presence in my life and am deeply appreciative of all I have learned from you I acknowledge, in gratitude, my family The dedication page only begins to express my thanks for what my wife, children, and parents mean to me I also gratefully acknowledge my siblings: Colleen, Cindy, and James Thank you for your love and for what you have taught me about life and faith Penultimately, I acknowledge my dissertation chair, Dr Doreen Jones I am forever grateful to have walked this path with you Your dedication, passion, vision, editorial corrections, attention to detail, laughter, openness, and affirmation of the importance of this research empowered me to persevere and complete this dissertation I have been blessed by your time, attention, wisdom, counsel, presence, and friendship Mahalo, Doreen Finally, I thank God for the blessing and opportunity to study and to serve I am grateful for the challenging, fulfilling call to Catholic education Live Jesus in our hearts, forever! vii TABLE OF CONTENTS ABSTRACT……………………………………………………………………… ii SIGNATURE PAGE……………………………………………………………… iv DEDICATION…………………………………………………………………… v ACKNOWLEDGEMENTS……………………………………………………… vi LIST OF TABLES………………………………………………………………… xi LIST OF FIGURES……………………………………………………………… xiv EPIGRAPH…………………………………………………………………… xv CHAPTER I: THE RESEARCH PROBLEM Statement of the Problem……………………………………………………… Background and Need for Study……………………………………………… Purpose of the Study…………………………………………………………… Conceptual Framework………………………………………………………… Research Questions…………………………………………………………… Significance…………………………………………………………………… Definition of Terms 6 11 12 13 CHAPTER II: REVIEW OF LITERATURE Restatement of the Problem …………………………………………………… Overview ……………………………………………………………………… Catholic Education …………………………………………………………… The Educational Mission of Catholic Schools …………………………… Summary ……………………………………………………………… Catholic School Impact on the Catholic Church………………………… The Faculty and Staff of Catholic Schools ……………………………… The Importance of Catholic School Personnel to the Mission of Catholic Education …………………………………………………… The Importance of Formation of Catholic School Faculty and Staff … Summary ……………………………………………………………… Lasallian Catholic Education ………………………………………………… The Institute of the Brothers of the Christian Schools …………………… St John Baptist de La Salle ……………………………………………… De La Salle’s Life …………………………………………………… De La Salle’s Vision of Education …………………………………… viii 20 20 21 21 29 29 32 33 36 37 38 38 40 40 41 The Lasallian Educational Mission ……………………………………… Five Core Principles of Lasallian Education ………………………… Summary ……………………………………………………………… The Faculty and Staff in Lasallian Catholic Schools …………………… The Faculty and Staff’s Role in Facilitating the Lasallian Mission of Education ……………………………………………………………… Summary ………………………………………………………… The Concept of Association for Mission ……………………………… Summary ………………………………………………………… The Call for Lasallian Mission Formation of Faculty and Staff in Lasallian Schools ……………………………………………………… Summary ………………………………………………………… The Lasallian Mission Formation Programs ……………………………… RELAN Regional Lasallian Mission Formation Programs …………… The Buttimer Institute …………………………………………… The Lasallian Leadership Institute ……………………………… The Br John Johnston Institute ………………………………… The Lasallian Social Justice Institute …………………………… The Lasallian Association of Secondary School Chief Administrators …………………………………………………… SFNO District Lasallian Mission Formation Experiences …………… The Discerning Leaders Program ………………………………… The District Chief Administrators Association …………………… The Campus Ministry and Student Activities Annual Gathering … Vandhu Paaru …………………………………………………… Research on Lasallian Mission Formation Experiences ………………… The Call for Feedback on Mission Formation Programs …………… Chapter II Summary ………………………………………………………… CHAPTER III: METHODOLOGY Restatement of the Purpose of the Study……………………………………… Research Design……………………………………………………………… Setting………………………………………………………………………… Population…………………………………………………………………… Instrumentation……………………………………………………………… Validity……………………………………………………………………… Reliability……………………………………………………………………… Data Collection………………………………………………………………… Data Analysis………………………………………………………………… Limitations…………………………………………………………………… Background of the Researcher……………………………………………… ix 42 43 46 47 47 51 51 55 56 59 60 61 61 62 63 65 66 67 67 68 69 69 70 73 77 79 80 82 83 83 86 87 89 91 94 96 211 Table P5 Distribution of Responses to Core Principle Perception Survey Items from Lasallian Association of Secondary School Chief Administrators Participants Distribution of Responses* Core Principles of Lasallian Education N % % % % % NS % MED M SD Concern for the Poor and Social Justice 26 0.00 7.69 26.92 46.15 19.23 0.00 4.0 3.8 0.9 Faith in the Presence of God 26 0.00 7.69 26.92 34.62 30.77 0.00 4.0 3.9 Quality Education 26 0.00 3.85 15.38 30.77 50.00 0.00 4.0 4.3 Respect for all Persons 26 3.85 11.54 26.92 38.46 19.23 0.00 4.0 3.6 Inclusive Community 26 3.85 11.54 23.08 34.62 26.92 0.00 4.0 3.7 *1 = Not at all influential, = Slightly influential, = Somewhat influential, = Very influential, = Extremely influential, NS = Not sure/Uncertain 1.0 0.9 1.1 1.1 Table P6 Distribution of Responses to Core Principle Perception Survey Items from Campus Ministry and Student Activities Annual Gathering Participants Core Principles of Lasallian Education Concern for the Poor and Social Justice Distribution of Responses* N % % % % % NS % MED M 33 3.03 9.09 24.24 36.36 24.24 0.03 4.0 3.7 Faith in the Presence of God 34 2.94 11.76 20.59 26.47 35.29 0.03 4.0 3.8 Quality Education 34 2.94 14.71 38.24 23.53 20.59 0.00 3.0 3.4 Respect for all Persons 34 2.94 8.82 26.47 29.41 29.41 0.03 4.0 3.8 Inclusive Community 34 2.94 5.88 20.59 32.35 35.29 0.03 4.0 3.9 *1 = Not at all influential, = Slightly influential, = Somewhat influential, = Very influential, = Extremely influential, NS = Not sure/Uncertain SD 1.1 1.2 1.1 1.1 1.1 212 Table P7 Distribution of Responses to Core Principle Perception Survey Items from Discerning Leaders Participants Distribution of Responses* Core Principles of Lasallian Education N % % % % % NS % MED M SD Concern for the Poor and Social Justice 21 0.00 0.00 33.33 33.33 33.33 0.00 4.0 4.0 0.8 Faith in the Presence of God 20 0.00 5.00 35.00 10.00 45.00 0.05 4.0 4.0 Quality Education 20 0.00 0.00 10.00 20.00 70.00 0.00 5.0 4.6 Respect for all Persons 20 0.00 10.00 15.00 20.00 50.00 0.05 5.0 4.2 Inclusive Community 20 0.00 0.00 20.00 35.00 40.00 0.05 4.0 4.2 *1 = Not at all influential, = Slightly influential, = Somewhat influential, = Very influential, = Extremely influential, NS = Not sure/Uncertain 1.1 0.7 1.1 0.8 Table P8 Distribution of Responses to Core Principle Perception Survey Items from Vandhu Paaru Participants Distribution of Responses* Core Principles of Lasallian Education N % % % % % NS % MED M SD Concern for the Poor and Social Justice 12 0.00 0.00 0.00 16.67 83.33 0.00 5.0 4.8 0.4 Faith in the Presence of God 12 0.00 0.00 8.33 16.67 75.00 0.00 5.0 4.7 Quality Education 12 0.00 0.00 8.33 33.33 58.33 0.00 5.0 4.4 Respect for all Persons 12 0.00 0.00 0.00 33.33 66.67 0.00 5.0 4.7 Inclusive Community 12 0.00 8.33 8.33 16.67 66.67 0.00 5.0 4.4 *1 = Not at all influential, = Slightly influential, = Somewhat influential, = Very influential, = Extremely influential, NS = Not sure/Uncertain 0.7 0.9 0.5 1.0 213 Table P9 Distribution of Responses to Core Principle Perception Survey Items from District Council of Chief Administrators Participants Distribution of Responses Core Principles of Lasallian Education N % % % % % NS % MED M SD Concern for the Poor and Social Justice 27 3.70 7.41 29.63 29.63 25.93 0.04 4.0 3.7 1.1 Faith in the Presence of God 27 3.70 7.41 18.52 25.93 40.74 0.04 4.0 4.0 Quality Education 27 0.00 7.41 11.11 29.63 48.15 0.04 4.0 4.2 Respect for all Persons 27 3.70 14.81 14.81 29.63 33.33 0.04 4.0 3.8 Inclusive Community 27 3.70 7.41 29.63 18.52 37.04 0.04 4.0 3.8 *1 = Not at all influential, = Slightly influential, = Somewhat influential, = Very influential, = Extremely influential, NS = Not sure/Uncertain 1.2 1.0 1.2 1.2 214 Appendix Q Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Participants by Program 215 Table Q1 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Buttimer Institute Participants Catholic Education Background 1.000 Age -0.043 1.000 Highest Degree Earned 0.128 -0.040 1.000 Years at a Lasallian School -0.026 0.471 -0.196 1.000 Concern for the Poor and Social Justice -0.208 0.053 -0.376 -0.199 1.000 Faith in the Presence of God -0.211 -0.123 -0.399 -0.134 0.550 1.000 Quality Education -0.195 0.188 -0.329 0.004 0.607 0.495 1.000 Respect for all Persons -0.279 0.176 -0.348 -0.135 0.623 0.515 0.636 1.000 Inclusive Community -0.022 0.112 -0.494 0.047 0.429 0.515 0.679 0.775 1.000 *Items in BOLD indicate a significant relationship between the two variables where N xy = 40, p < 001 with Bonferroni correction 216 Table Q2 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Lasallian Leadership Institute Participants Catholic Education Background 1.000 Age -0.158 1.000 Highest Degree Earned 0.281 -0.288 1.000 Years at a Lasallian School 0.058 0.313 -0.096 1.000 Concern for the Poor and Social Justice 0.175 -0.001 -0.042 0.051 1.000 Faith in the Presence of God 0.122 -0.007 -0.056 0.125 0.731 1.000 Quality Education 0.092 0.076 -0.155 0.123 0.640 0.589 1.000 Respect for all Persons 0.131 0.116 -0.148 0.086 0.762 0.818 0.727 1.000 Inclusive Community 0.105 -0.013 -0.071 0.099 0.800 0.855 0.703 0.874 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables where Nxy = 51, p < 001 with Bonferroni correction 217 Table Q3 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Br John Johnston Institute Participants Catholic Education Background 1.000 Age 0.019 1.000 Highest Degree Earned -0.234 0.000 1.000 Years at a Lasallian School 0.382 0.102 -0.408 1.000 Concern for the Poor and Social Justice -0.044 -0.569 0.000 -0.581 1.000 Faith in the Presence of God 0.165 -0.551 -0.342 -0.478 0.833 1.000 Quality Education 0.135 -0.606 -0.577 0.000 0.274 0.535 1.000 Respect for all Persons 0.300 -0.485 -0.400 -0.429 0.806 0.952 0.606 1.000 Inclusive Community 0.300 -0.485 -0.400 -0.429 0.806 0.952 0.606 1.000 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables where N xy = 9, p < 001 with Bonferroni correction 218 Table Q4 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Lasallian Social Justice Institute Participants Catholic Education Background 1.000 Age 0.224 1.000 Highest Degree Earned -0.162 0.254 1.000 Years at a Lasallian School -0.062 0.867 0.255 1.000 Concern for the Poor and Social Justice 0.235 -0.278 0.010 -0.478 1.000 Faith in the Presence of God 0.319 -0.108 0.151 -0.310 0.910 1.000 Quality Education 0.281 -0.225 0.142 -0.435 0.917 0.930 1.000 Respect for all Persons 0.198 -0.310 -0.062 -0.449 0.975 0.922 0.894 1.000 Inclusive Community 0.267 -0.139 0.154 -0.291 0.897 0.994 0.920 0.928 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables where N xy = 12, p < 001 with Bonferroni correction 219 Table Q5 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Lasallian Association of Secondary School Chief Administrators Participants Catholic Education Background 1.000 Age 0.014 1.000 Highest Degree Earned 0.254 0.000 1.000 Years at a Lasallian School 0.408 0.371 -0.143 1.000 Concern for the Poor and Social Justice -0.084 0.150 -0.014 0.062 1.000 Faith in the Presence of God -0.132 0.001 0.226 0.023 0.800 1.000 Quality Education 0.112 0.047 -0.149 0.217 0.577 0.343 1.000 Respect for all Persons -0.127 -0.077 0.219 -0.167 0.766 0.640 0.520 1.000 Inclusive Community -0.087 0.072 0.048 0.096 0.865 0.661 0.506 0.774 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables where Nxy = 26, p < 001 with Bonferroni correction 220 Table Q6 Catholic Education Background Age Highest Degree Earned Years at a Lasallian School Concern for the Poor and Social Justice Faith in the Presence of God Quality Education Respect for all Persons Inclusive Community Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Campus Ministry and Student Activities Annual Gathering Participants 1.000 0.004 1.000 0.126 0.264 1.000 0.069 0.504 0.288 1.000 0.230 -0.137 -0.027 -0.021 1.000 0.222 0.001 -0.045 0.009 0.680 1.000 0.144 -0.045 -0.038 -0.174 0.582 0.594 1.000 0.198 -0.255 -0.132 -0.017 0.813 0.699 0.643 1.000 0.265 -0.180 -0.156 -0.039 0.800 0.747 0.572 0.873 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables where N xy = 32, p < 001 with Bonferroni correction 221 Table Q7 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Discerning Leaders Participants Catholic Education Background 1.000 Age 0.229 1.000 Highest Degree Earned 0.349 -0.289 1.000 Years at a Lasallian School 0.281 0.522 0.292 1.000 Concern for the Poor and Social Justice -0.081 -0.325 0.134 -0.243 1.000 Faith in the Presence of God -0.069 -0.141 -0.021 -0.112 0.658 1.000 Quality Education 0.015 0.306 -0.442 -0.325 0.322 0.455 1.000 Respect for all Persons 0.016 0.013 -0.097 -0.253 0.507 0.786 0.585 1.000 Inclusive Community 0.214 -0.152 0.249 -0.217 0.532 0.789 0.343 0.734 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables where N xy = 19, p < 001 with Bonferroni correction 222 Table Q8 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of Vandhu Paaru Participants Catholic Education Background 1.000 Age 0.406 1.000 Highest Degree Earned 0.188 0.235 1.000 Years at a Lasallian School 0.254 0.578 0.402 1.000 Concern for the Poor and Social Justice 0.523 -0.210 -0.135 -0.529 1.000 Faith in the Presence of God 0.547 0.010 -0.172 -0.118 0.682 1.000 Quality Education 0.161 -0.142 -0.249 -0.582 0.628 0.711 1.000 Respect for all Persons 0.634 0.110 0.426 0.052 0.632 0.809 0.525 1.000 Inclusive Community 0.341 -0.225 -0.208 -0.401 0.657 0.859 0.863 0.672 1.000 *Coefficients in BOLD indicate a significant relationship between the two variables where N xy = 12, p < 001 with Bonferroni correction 223 Table Q9 Inclusive Community Respect for all Persons Quality Education Faith in the Presence of God Concern for the Poor and Social Justice Years at a Lasallian School Highest Degree Earned Age Catholic Education Background Spearman Correlation Matrix of Relationships among Core Principle Measures and Demographic Characteristics of District Chief Administrators Association Participants Catholic Education Background 1.000 Age 0.018 1.000 Highest Degree Earned 0.257 0.000 1.000 Years at a Lasallian School 0.435 0.402 -0.135 1.000 Concern for the Poor and Social Justice -0.351 -0.038 -0.109 -0.294 1.000 Faith in the Presence of God -0.339 -0.010 -0.207 -0.165 0.874 1.000 Quality Education -0.148 -0.024 0.000 -0.069 0.749 0.551 1.000 Respect for all Persons -0.238 -0.143 -0.082 -0.249 0.918 0.867 0.700 1.000 Inclusive Community -0.208 -0.137 -0.192 -0.163 0.911 0.798 0.628 0.839 1.000 * Coefficients in BOLD indicate a significant relationship between the two variables 224 Appendix R Kruskal-Wallis Analysis of Variance for ROLE by Core Principle Perception Survey Items for Various Programs 225 Table R1 Kruskal-Wallis Analysis of Variance for ROLE by Core Principle Perception Survey Items in Lasallian Leadership Institute Participants Teachers of Religious Studies Core Principles of Lasallian Education n MDN Concern for the Poor & Social Justice 12 Faith in the Presence of God 12 Quality Education 12 Respect for all Persons 12 Inclusive Community 12 * With Bonferroni correction; ns = not significant Teachers of Subjects Other than Religious Studies IQR¥ n MDN IQR¥ 2.5 20 1.5 19 1.5 18 1.5 18 1.5 18 ¥ Interquartile Range Those who Not Teach n 22 22 22 22 22 MDN 4 4 IQR¥ 1 H 1.06 3.47 14.57 5.5 6.35 p value* ns ns 0.001 ns 0.05 Table R2 Kruskal-Wallis Analysis of Variance for ROLE by Core Principle Perception Survey Items in Campus Ministry and Student Activities Annual Gathering Participants Teachers of Religious Studies Core Principles of Lasallian Education n MDN Concern for the Poor & Social Justice 13 4.00 Faith in the Presence of God 14 4.00 Quality Education 15 3.00 Respect for all Persons 14 3.50 Inclusive Community 14 4.00 * With Bonferroni correction; ns = not significant Teachers of Subjects Other than Religious Studies IQR¥ n MDN IQR¥ 1.250 11 4.00 1.00 2.000 11 4.00 1.75 1.750 11 4.00 2.00 1.000 11 5.00 1.00 2.000 11 5.00 1.00 ¥ Interquartile Range Those who Not Teach n 8 8 MDN 3.00 3.50 3.00 3.00 3.00 IQR¥ 1.00 2.00 0.50 1.50 1.50 H 6.69 1.59 4.92 7.10 5.83 p value* 0.05 ns ns 0.03 ns ... Institute for the formation of school personnel as they are instrumental to realizing the mission of Lasallian Catholic education The importance of formation for mission is foundational from the earliest... Director, Office of Education (Mont La Salle); Director, Office of Education (Covington); Director, Mission Formation; Director of Communications; and Director of Board Formation (LDSFNO, 2015c)... Lasallian schools, (b) the formation of Catholic school educators, as the realization of the mission of Catholic education is dependent primarily upon them, and (c) the Ultimate Question protocol of Reichheld