Teaching Christianly: Exploring Christian School Teachers’ Insights

Walk into any Christian school, and you’ll likely find its mission statement proudly displayed—pledging commitments such as Christ-centered education, biblical truth, and academic excellence rooted in faith. These words are inspiring, but they also raise a profound question: how does this mission translate into everyday classroom practice?  

In Christian education circles, the phrase teaching Christianly is often used. But what does it mean to “teach Christianly”? This is the big question that lies at the heart of a recent qualitative study exploring how Christian school teachers in Australia and the United States interpret the idea of “teaching Christianly” and enact their faith in educational settings. 

The findings paint a fascinating picture of shared values, cultural nuances, and the deep conviction that teaching Christianly is far more than curriculum—it’s about who the teacher is. The study aligns closely with Dr. Dave Mulder’s reflections in his ACSI blog post, Avoiding Getting Lost in the Weeds (https://blog.acsi.org/avoiding-getting-lost-in-the-weeds-a-few-thoughts-on-teaching-christianly), where he cautions educators against reducing Christian teaching to a checklist or formula. Instead, he encourages a posture of faithful presence, where the teacher’s identity in Christ shapes every aspect of their classroom practice. 

A Quick Glance at the Completed Study 

Through semi-structured interviews with educators from diverse Christian denominational backgrounds and teaching levels, the study explored: 

• How teachers conceptualize and interpret the notion of “teaching Christianly”. 

• The pedagogical strategies they employ to integrate faith with academic instruction. 

• The challenges they encounter in this integration and the approaches they use to address them. 

A total of twenty-two teachers participated in the study: twelve from Christian schools in the United States and ten from various Christian schools located in the Adelaide metropolitan area of South Australia. The participants included both primary (elementary) and secondary (high school) teachers. 

Teachers Air Shared Commitment with Diverse Expressions 

The study identified seven core themes that frame how Christian teachers understand and practice teaching Christianly: 

1. Faith as Foundation: Teaching begins with a personal relationship with Jesus Christ and a Biblical worldview. 

2. Integration into Identity: Faith is not just taught but lived.  From the teachers’ responses, they see their role as an extension of their spiritual identity. 

3. Christ-like Modelling: Classroom interactions are shaped by grace, humility, and love. 

4. Biblical Worldview: Teachers in the study indicated that Scripture informs both content (of what they teach in the classroom) and character development. 

5. Student Value and Personhood: Teachers see their students as image-bearers of God, deserving of dignity and care. 

6. Teaching as Mission or Calling: Christian teachers view their work as a divine vocation. 

7. Pedagogical Integration and Practice: Teachers in the study share a view that faith is woven into their teaching methods, not just curriculum. 

Teachers described their work as deeply rooted in their personal faith. It begins with their relationship with Jesus Christ and extends into every interaction, decision, and lesson plan. 

As one participating American teacher, Rach, shared: 

“In order to teach Christianly, you must have a relationship with Jesus Christ.” 

Similarly, Ben, an Australian teacher reflected: 

“Teaching Christianly is about me, my relationship with God, and my Christian perspective.” 

This perspective moves beyond simply adding Christian content to lessons. Teachers expressed that who they are—their character, values, and authenticity—shapes the spiritual atmosphere of the classroom more than any formal curriculum. 

Dr. Mulder in his blog echoes these themes, emphasizing that teaching Christianly is about being rooted in Christ and allowing that foundation to inform how we teach, interact, and lead. He warns against “getting lost in the weeds” of overly technical integration strategies that miss the heart of relational, Christ-centered teaching. 

Though united in faith, participating teachers in Australia and the United States sometimes expressed distinctive emphases. 

American Christian teachers tended to highlight structured, theological approaches often centering their teaching around explicit biblical worldview integration. 

As an example, teacher Rach said: “Teaching from a biblical worldview means this is truth, and everything else flows from scripture.”  

Collecting from their interview responses, their approach includes direct apologetics, Bible study, and intentionally framed biblical discussions especially in subjects like English, science, and theology. 

By contrast, Australian Christian teachers focused on relational authenticity and whole-of-life integration that demonstrate their faith through relationships, actions, and personal integrity. 

As Kev, one of the secondary school teachers said: “It’s not about inserting content but it’s about who you are as a Christian.” 

Australian participants tended to view their role less as apologetic instructors and more as mentors, modelling faith organically and relationally in day-to-day classroom interactions.  This was particularly highlighted by those who are teaching in Christian schools with students coming from diverse faith backgrounds. 

Integrating Faith and Pedagogical Approaches 

When it comes to how teachers integrate faith into teaching, the study found common ground between Australian and American Christian school teachers. Both groups emphasized authentic, natural, and meaningful approaches over formulaic or “forced” methods.  They favored approaches that foster dialogue, reflection, and authenticity. 

Key shared pedagogical practices include: 

• Discussion and Dialogue: Using open questions, reflection, and group conversations to explore faith and learning. Teachers create safe spaces for their students to explore big questions. 

• Subject-Specific Integration: Connecting biblical principles to subjects such as science, literature, or mathematics. 

• Authenticity and Modelling: Living out Christian values daily through interactions and mentoring. 

• Avoiding Forced Integration: Rejecting superficial or “tacked-on” approaches to faith integration in favor of natural, meaningful connections. 

As Bri, an American teacher, explained: 

“We ask biblical questions that apply to the book... how do you see the gospel in this?” 

Kev, an Australian teacher echoed a similar sentiment, noting: 

“We avoid tacked-on scripture or prayer—it has to be authentic.” 

Despite differences in phrasing, both groups stressed that students can easily detect authenticity. Teachers agreed that their witness comes as much through who they are as through what they teach. 

This finding resonates well with Dr. Mulder’s call for thoughtful integration.  That is, not just inserting Bible verses into lessons, but helping students see the world through a lens shaped by faith. He encourages educators to ask, “How does my faith shape the way I teach this subject?” rather than “How can I add something spiritual here?”. 

Facing the Challenges and How Teachers Navigate Them 

Christian teachers in both countries face significant challenges in their efforts to integrate faith and learning, many of which are markedly similar despite differing cultural contexts.  These challenges include: 

• Time constraints: Pressure from academic demands often leaves limited room for deep spiritual discussions.  This is particularly in senior years of schooling.  In other words, there is a challenge in balancing curriculum demands with space for faith discussions. 

• Student backgrounds: Teachers navigate a diversity of student beliefs and spiritual maturity, requiring sensitivity and adaptability.  This is particularly prevalent in open-enrolment schools. 

• Staff confidence and consistency: Teachers expressed concern over varying levels in how colleagues express and integrate faith, identifying a need for more professional development. 

• Support structures: Both groups emphasized the importance of school leadership that supports authentic, creative, and thoughtful faith integration. 

Australian teachers, in particular, highlighted challenges related to cultural sensitivity as many Christian schools in Australia welcome students from non-Christian backgrounds. This often calls for a more relational, invitational approach to sharing faith. 

Ben, an Australian teacher, claim: “We create a space where students can explore personal and deep questions safely.”   

In contrast, American teachers often reported challenges related to parental expectations and maintaining alignment with school policies. 

Dr. Mulder acknowledges these tensions and encourages educators to remain faithful and patient, trusting that their presence and consistency will speak volumes, even when overt spiritual conversations are limited. 

A Shared Calling, Different Contexts 

Perhaps the most profound finding from the study is that Christian school teachers in both Australia and the United States view teaching not simply as a job, but as a calling. 

As Bri, an American teacher, expressed: 

“Teaching Christianly must be something the teacher is called and willing to do.”  

Similarly, Kev from Australia shared: 

“I won’t leave unless God tells me otherwise. This is where I’ve been called.” 

This deep sense of vocational purpose seemed to go beyond cultural differences. Regardless of method or context, Christian teachers in both countries see their work as part of God’s mission. It is one that shapes lives, nurtures faith, and points students toward Jesus Christ. 

Looking Ahead 

The present study highlights both the beauty and complexity of teaching Christianly. It not only sheds light on the lived experiences of Christian educators but also significantly opens doors for future research in the areas of: 

• Professional development programs to support authentic faith integration in Christian school settings. 

• Comparative studies across more diverse denominational or cultural contexts. 

• Research into student perspectives on faith-informed education. 

Ultimately, this research offers a hopeful reminder: Christian teachers, in all their diversity, remain united by a shared desire to teach with integrity, humility, and Christ-like love. Teaching Christianly is about embodying Christ in the classroom, nurturing students holistically, and integrating faith with learning in ways that are authentic, relational, and transformative – just as Dr. Mulder reminds us, it is about being present, being thoughtful, and being faithful.