The Relationship Between Faith Integration Among Faculty in a Christian K-12 School and the Administrator’s Education Level and Years of Experience in a Predictive Correlational Design

The purpose of this quantitative, predictive correlational research design was to determine the relationship between the administrator's education level and years of experience and faith integration learning among faculty within the Christian K-12 school. While research explains the administrator's importance, faith integration learning, and the need for education, there is a gap in the literature about how combining all three crucial factors helps Christian school faculty develop faith integration learning in the classroom. Most of the research has been conducted in qualitative studies, while this study desires to quantify the factors in a quantitative study. This quantitative, non-experimental study used a correlational research design, and survey data was collected from K-12 Christian schools that are members of an association of Christian schools in the United States. The Faculty Faith & Learning Involvement instrument used to collect data measured teacher integration of faith and learning. The convenience sample of administrators and teachers was used in the study. A multiple linear regression analysis was used to analyze the data. This study failed to reject the null hypothesis, but further recommendations were given.