Reflections from experienced Seventh-day Adventist educators on fostering a relationship with Jesus Christ through the hidden curriculum : a case study

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.