Interfaith education in Muslim, Jewish, Christian schools in Israel

This study aims to analyze the factors that affect teacher performance with organizational commitment as a mediation between professional commitment and job satisfaction to teacher performance. In the realization of the achievement of target student scores based on the results of the National Examination for the 2016/2017 academic year to 2018/2019 academic year for the Djakarta Christian Schools Association in South Jakarta. The problem has been identified that the lack of attention from the school is an impact on teacher performance. The unilateral policies given to the teacher have become tiring pressure on the teacher and have an impact on the lack of desire for creativity in improving student learning outcomes as seen in the results of students' final exam scores. This study uses Professional Commitment and Job Satisfaction as independent variables, Teacher Performance as the dependent variable, and Organizational Commitment as a moderating variable. This study used 29 teachers as respondents and used SPSS software in processing and analyzing data. This research results that Job Satisfaction affects Organizational Commitment, Job Satisfaction affects Teacher Performance, Organizational Commitment affects Teacher Performance, Professional Commitment affects Organizational Commitment and Professional Commitment affects Teacher Performance. Job Satisfaction indirectly affects Teacher Performance through Organizational Commitment, and Professional Commitment indirectly affects Teacher Performance through Organizational Commitment.

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Christianity and the Classics

Greece and Rome ◽

10.1017/s0017383500008330 ◽

1944 ◽

Vol 13 (37) ◽

pp. 1-9

Author(s):

W. B. Stanford

Keyword(s):

Christian Schools ◽

Classical Rhetoric ◽

Historical Survey ◽

Alexander The Great ◽

Christian Church ◽

Classical Education ◽

Christian Churches ◽

Christian Literature ◽

The Church

‘What has Athens to do with Jerusalem?’ cries Tertullian of Carthage when the Christian Church was barely two centuries old, ‘what harmony is there between Plato's Academy and the Church?’ Then, with all the mastery of eloquence that he had learned in the school of classical rhetoric, he denounces non-Christian literature as pernicious—‘We have no need of curiosity going beyond Christ Jesus, nor of inquiry beyond the Gospel.’The question might still be crudely asked to-day—Why teach pagan literature in Christian countries and Christian schools? Some may answer that the problem and the conflict are past; none of the greater Christian churches opposes classical education now; on the contrary the clergy mostly encourage it, while it is the scientists that object. But Christianity and the classics meet each other with different facets in different epochs. Sometimes these facets seem less adjustable than those before them. And some of the defences made for pre-Christian literature by Christians, and some of the uses they recommend for it, deserve attention still.What follows here is mainly an historical survey, and necessarily a very sketchy one. It must begin long before our Lord's time, at the death of Alexander the Great in 323 B.C. By that time Palestine and Egypt, the two great centres of Judaism, had come under Greek rule. After Alexander's death both these regions were taken over by Ptolemy. He and his namesake successors were enlightened and tolerant monarchs. Under their rule Hellenism gained ground among the Jews both at Jerusalem and at Alexandria.

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Christian schools in China

Religion in Education ◽

10.1080/4308619744 ◽

1943 ◽

Vol 10 (2) ◽

pp. 38-41

Author(s):

Ronald Rees

Keyword(s):

Christian Schools

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Treating with the ‘Infidel’: Education and Negotiation in Syria

The Claims of Culture at Empire's End ◽

10.5871/bacad/9780197264478.003.0004 ◽

2010 ◽

Author(s):

Jennifer M. Dueck

Keyword(s):

Christian Schools ◽

Government Policies ◽

Local Authorities ◽

Religious Minorities ◽

The Troubles ◽

Moral Standards ◽

French Culture ◽

The Status ◽

State Schools

This chapter brings in the local Syrian participants. The student demonstrations in the late 1930s targeted a wide variety of issues, including Syrian government policies, the status of religious minorities, the teaching of religion in the Christian schools, the moral standards of teachers in state schools, and the Mandate administration. As a result of their activism, students became a threat to the French administration and the Syrian National Bloc alike, and the local authorities periodically suspended classes in an effort to suppress the agitation. Notwithstanding the Syrian concern for maintaining order, Syrian leaders exploited the student disturbances to oppose the French. In spite of the troubles surrounding the closure of schools at the war's end, there nevertheless remained a perception that French culture was a valuable commodity.

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