Teachers’ Religious Diversity Readiness: Basis For an Ecumenical Pedagogical Model

Abstract

This study investigates the readiness of teachers in addressing religious diversity within the Schools Division of Antipolo City as a basis for developing an ecumenical pedagogical model. Utilizing a mixed-methods sequential exploratory design, the research first engaged ten teachers in in-depth interviews to capture their lived experiences, followed by a quantitative survey of 80 teacher-respondents across three senior high schools. The qualitative phase revealed themes including personal religious beliefs, interfaith understanding, and pedagogical challenges in integrating diverse faiths into the curriculum. These themes guided the development of a validated survey instrument for the quantitative phase, which assessed teachers’ readiness in five key dimensions: interreligious dialogue, teaching faith, personal religious beliefs, integration of faith in learning, and acceptance of others' beliefs.

Findings indicated moderate levels of religious readiness overall, with notable gaps in training and institutional support. Teachers expressed a need for professional development focused on religious literacy, inclusive strategies, and cultural sensitivity. The study culminated in the formulation of an ecumenical pedagogical model designed to promote inclusivity, respect, and interfaith dialogue within the classroom.

This research contributes to educational discourse by addressing the underexplored nexus of religion and pedagogy in a multicultural and pluralistic society. It highlights the importance of equipping educators with the tools to foster respectful religious engagement, thereby enhancing the quality and inclusivity of education in line with national educational standards and human rights principles.