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While it is often theoretically presumed that religious and spiritual beliefs are important determinants for teachers’ professional thinking and acting, there is only scarce empirical evidence of this. Using structural equation modeling to explain professional beliefs about teaching and learning among  N  = 1,441 German schoolteachers, our study yielded virtually no explanatory value for religiosity, but certainly one for non-transcendet spiritual beliefs as predictors. Our research results differ from findings in some studies from the U.S. that showed substantial correlations between teachers’ religious and professional beliefs. Some possible reasons are reflected in the discussion section.HighlightsTeachers’ religiosity and spirituality are weakly related to professional beliefs.“Connectedness with oneself” explains the sense of professional self-efficacy.“Connectedness with others” explains an idealistic self-concept.“Connectedness with others” explains student-centered attitudes.Control variables/factors explain teachers’ professional beliefs to some extent. Teachers’ religiosity and spirituality are weakly related to professional beliefs. “Connectedness with oneself” explains the sense of professional self-efficacy. “Connectedness with others” explains an idealistic self-concept. “Connectedness with others” explains student-centered attitudes. Control variables/factors explain teachers’ professional beliefs to some extent.

religion and education

Does Teachers’ Spirituality Make a Difference? The Explanatory Value of Spirituality and Religiosity for Teachers’ Professional Beliefs on Teaching and Learning