Defining Relationships
Education is a relational enterprise by nature. For Christian schools in particular, relationships are important because of the incarnational nature of Christian faith, expressed through community and in discipleship (John 1:14, 1 Corinthians 12:12-27, Ephesians 4:16).
Relationship constructs
Supportive Leadership
Principals are trusted, teachers feel that leaders “have our backs,” and leaders empower teachers and staff to make decisions.
Leadership interdependence
Board members have diverse backgrounds and are transparent about and rely on others to offset their weaknesses.
Family Relationships
Teachers “get to know” families, and frequent and systemic communication facilitates positive relationships.
Community Engagement
The school engages with the surrounding community and local churches, and regularly taps into community resources including networking and resource-sharing with other schools.
Mentoring Students
Staff point out talent in each student, help students see how they fit in God’s bigger plan, and are aware of students’ struggles at school or home.
Insular Culture
The school shields students from the world’s brokenness, the school is independent from the surrounding community, and/or the student body lacks diversity.
Prosocial Orientation
Students not only enjoy helping others, but also are known by others (e.g., peers) for showing love and care.
Caring Environment
From the perspective of school graduates, teachers were kind, students felt included in class, and students were protected from bullying.