Lived Experiences of the Sunday School Teachers in Bei Jing Church towards Enhancement of Sunday School Program

Abstract

Background of the Study: Sunday School plays a crucial role in Christian education, fostering spiritual growth and moral development among children and young learners. However, Sunday School teachers often encounter various challenges, including limited teaching resources, student engagement issues, and a lack of formal training. In Beijing, where Christian education operates within unique socio-cultural and regulatory frameworks, these challenges are further compounded, necessitating an exploration of teachers’ lived experiences to enhance Sunday School programs.

Purpose: This study aims to examine the experiences of Sunday School teachers in a Beijing church, focusing on the challenges they face, the best practices they implement, and the impact of teaching on their personal and professional growth. Additionally, the study seeks to provide recommendations for improving Sunday School education.

Method: A qualitative phenomenological approach was used to capture the lived experiences of 10 Sunday School teachers. Data were collected through semi-structured interviews and analyzed using thematic analysis.

Findings: The study identified key challenges, including a lack of resources, time constraints, and student engagement difficulties. Teachers employed interactive teaching methods, digital tools, and parental collaboration to enhance learning. Additionally, teaching strengthened their faith and professional skills.

Originality/Significance: This study contributes to the understanding of Christian education in Beijing, offering insights for improving Sunday School programs through teacher perspectives