Abstract

This study explores the sources of meaning in the work of Jesuit high school teachers, examining how these sources vary across professional status, geographical setting, and teaching period. Through a comparative case study and 105 in-depth interviews with Jesuit and lay teachers in the United States and Latin America, the research identifies four key sources of meaning: relationships with students and society, self-perception, the work context, and spiritual life. Findings reveal that while the “other-regard” dimensions—focusing on students and societal impact—are consistently central, self-regard, work context, and spirituality play varying roles influenced by cultural and historical contexts. This study highlights how Jesuit educational values and mission shape teacher identity and meaning, providing insights for sustaining commitment within changing educational landscapes.