| dc.description.abstract | The hidden curriculum is a current and relevant issue in the curriculum field due
to lack of awareness. It is a powerful educative force that must be understood and
intentionally applied to achieve desired outcomes for learners. Educators and the learning
environment are its primary medium. Seventh-day Adventist educators could take a
greater initiative in mission efficacy if they more fully understood the influence of the
hidden curriculum. The primary aim of Seventh-day Adventist education and mission is
fostering a relationship with Jesus Christ for students. This exploratory case study sought
to understand (a) how experienced Seventh-day Adventist educators perceive the
elements, function, positive and negative influences, and relevance of the hidden
curriculum in fostering a relationship with Jesus Christ; (b) how they understand their
role as facilitators of this hidden curriculum; and (c) what suggestions could they provide
for improving the application of this hidden curriculum that fosters a relationship with
Jesus Christ.
Six participants, having served denominationally as educators for a minimum of
20 years, were selected through purposive sampling with maximum variation. Individual
interviews, focus group discussions, and participant-provided-supporting documentation
were used as data sources. The participants’ reflections yielded five major themes:
foundations, cohesiveness, application, authenticity, and challenges. The responses were
used to develop an IC and model depicting the structure of the hidden curriculum that
fosters a relationship with Jesus Christ. This structure is supported and shielded by the
Word of God, Spirit of Prophecy, and the individual’s personal relationships with Jesus.
Experienced Seventh-day Adventist educators have a mature understanding of the
mission of Seventh-day Adventist education and are proactive in its hidden curricular
implementation, which is evident in their profession of faith in Jesus Christ and its
implications in governance, educational policy, school culture, classroom climate, and
tacit teaching. Recommendations for further research include isolating each element of
the hidden curriculum in addition to studying the individual groups associated with it—
administrators, teachers, students, constituency, and parents. The results of this case study
should be beneficial for Seventh-day Adventist educators and researchers focused on
addressing the challenges and setbacks within the field while optimizing their efficacy. | en_US |
