Teachers are the cornerstone of educational systems worldwide, playing a pivotal role in shaping the intellectual and moral fabric of society. Their influence extends beyond the mere transmission of knowledge; they inspire, mentor, and mold students into responsible, compassionate individuals. In the context of Seventh-day Adventist education, teachers hold a unique position in guiding students toward a deeper relationship with Jesus Christ while fostering academic excellence.
Research consistently demonstrates that teacher quality is the most significant school-related factor influencing student achievement.1 Effective teachers possess not only a deep understanding of the subject matter but also the pedagogical skills to engage students actively. They create learning environments that promote critical thinking, creativity, and problem-solving.
A study by the National Bureau of Economic Research found that students assigned to high-performing teachers are more likely to attend college, earn higher salaries, and save more for retirement.2 This finding highlights the importance of cultivating effective teachers and underscores the long-term impact teachers have on students’ academic trajectories and life outcomes.
Teachers influence not just academic success but also students’ social and emotional development. Positive teacher-student relationships contribute to better classroom behavior, higher self-esteem, and increased motivation.3 Moreover, teachers serve as role models, imparting values such as integrity, perseverance, and empathy.
In Adventist education, this influence is magnified as teachers integrate faith with learning. By incorporating biblical principles into the curriculum, teachers help students develop a moral compass grounded in Christian values.4 This holistic approach nurtures not only intellectual growth but also spiritual maturity and character development.
Seventh-day Adventist education emphasizes the harmonious development of the physical, mental, and spiritual faculties.5 Teachers in Adventist schools are entrusted with the mission of guiding students toward a personal relationship with Christ while preparing them for service in this world and the next.
A study conducted by the North American Division Office of Education (CognitiveGenesis) revealed that students in Adventist schools outperform their peers in both standardized testing and character development measures.6 This success is attributed to dedicated teachers who embody the Adventist philosophy of education, fostering environments where faith and learning are seamlessly integrated.
Despite their critical role, Adventist educators often face challenges such as limited resources, large class sizes, and evolving educational demands. Continuous professional development is essential to equip teachers with the latest pedagogical strategies, technological tools, and understanding of how to support social-emotional needs.7
In Adventist education, there is an ongoing need to support teachers through spiritual and professional growth opportunities. Initiatives such as the Adventist Learning Community provide resources for teachers to enhance their skills and deepen their faith.8 However, greater, ongoing support is needed to ensure the development of high-performing Adventist teachers.
Investing in teachers is investing in the future of the worldwide church. By supporting and empowering educators, we ensure that they can continue to inspire and mentor students, fulfilling the mission of Adventist education to prepare young people for a life of service to God and humanity.
Diane Harris is director of education for the Rocky Mountain Conference in Denver, Colorado.
1 Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).
2 Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633-2679. 3 Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
4 White, E. G. (1903). Education. Pacific Press Publishing Association.
5 General Conference of Seventh-day Adventists Department of Education. (2003). Seventh-day Adventist Philosophy of Education. General Conference of Seventh-day Adventists.
6 Thayer, J. D. (2014). CognitiveGenesis: Assessing Academic Achievement in Adventist Schools. Journal of Research on Christian Education, 23(1), 28-36.
7 Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
8 Adventist Learning Community. (n.d.). Professional Development Resources. Retrieved from https://www.adventistlearningcommunity.com
