Identity and Motivation: Exploring the Experiences of Educators of Other Faiths in Early Childhood Jewish Education
DOI:
https://doi.org/10.59669/jojece.v1i1.14Keywords:
Educators of other faiths, Jewish Early Childhood Education, Teacher Professional Identity, Self-Determination TheoryAbstract
This study examines the professional identity and motivation of educators of other faiths (EOFs) teaching Judaic content in early childhood Jewish education (ECJE), where nearly half the workforce are EOFs. Using a qualitative case study grounded in Teacher Professional Identity and Self-Determination Theory, it analyzes interviews, observations, and documents from six EOFs in Reggio-inspired ECJE settings. Three themes emerged: pedagogical alignment, openness and curiosity, and flexibility and adaptability. These reveal that pedagogical congruence matters more than religious background for sustaining commitment. Openness fosters professional growth, while adaptability supports navigating pluralistic Jewish practices. The study highlights how alignment with institutional values fulfills educators’ needs for autonomy, competence, and belonging, strengthening motivation and resilience. Implications for recruitment and retention emphasize embracing EOFs with these dispositions and expanding beyond insider paradigms. This research contributes to understanding cross-faith educators’ vital roles in faith-based education and informs practices to build a diverse, committed ECJE workforce.
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