The world of organizational leadership, especially in religious and theological settings, provides specific challenges and opportunities in employee incentivization. This paper aims to explore this intricate landscape by comparing two distinct research methodologies: qualitative and quantitative. In this comparison, we display major issues to note, including religious and spiritual organizations. In that regard, a more advanced strategy to comprehend the consequences of leadership styles and teaching methods on employee loyalty is important in defining organizational leaders, especially within religious or philosophical spaces. It is crucial as the religious system changes among various secular organizations (Plantinga et al., 2021). Therefore, detangling these intricacies with various research vantage points helps us understand organizational life in religious organizations.

The subject of the qualitative research under consideration is the qualitative study by Stephens (2020) on trauma-informed pedagogy and the impact of trauma-informed pedagogy on faculty engagement in religious educational studies. On the contrary, Wood’s (2021) quantitative study examines the impact of analytic theology on the organizational commitment of academic personnel working in religious studies. These studies give contrasting yet complementary views on the motivators of employee dedication to religiosity and spirituality. This paper is structured after an all-encompassing outlay of qualitative and quantitive studies reviews, followed by a comparison of the approaches used in these two varieties of research. In this way, the strengths and weaknesses of each approach will emerge through this examination as an evaluation that emphasizes the importance of methodological diversity in assessing complex organizational processes. Finally, the paper concludes with the findings and recommendations for further inquiries.

Qualitative Study: Trauma-Informed Pedagogy

Stephens et al. (2020) qualitatively study the implementation of trauma-informed pedagogy in religious and theological higher education. One of the main research topics related to the Stephens (2020) qualitative study focuses on the complexities of faculty interactions and commitment to faith or spiritual education. However, it seeks to address the immense devastation brought about by trauma-informed pedagogy to educators working in such environments. This research question addresses the significance of teaching strategies that facilitate the process of knowledge transfer and emotional and career sustenance status among faculty members. It focuses on the impact of such a trauma-informed pedagogy, which is intended to create a caring and compassionate learning environment, on the educators’ level of commitment and engagement. Faculty experiences in this question are appreciated because they relate to psychological and emotional aspects that occur through education. It deals with the particular problems and potential problems that may arise in religious or divinity education. Faculty engagement in these specialist education environments would allow the research to study the multi-dimensional nature of the link between pedagogy, emotional well-being, and professional dedication.

The qualitative methodology that drives this study combines interviews and observational studies. Such an approach allows for a comprehensive understanding of subjective experiences and perceptions concerning trauma-informed pedagogy among the faculty members. Stephens (2020) presents its faculty’s experiences in detail, highlighting how this pedagogical approach creates an attentive and compassionate learning environment vital for religious and theological

environments. The research demonstrates that trauma-informed pedagogy positively impacts faculty engagement and commitment. It induces a more compassionate and nurturing culture, enhancing faculty loyalty and rewarding occupations. Religious and theological education is also intriguing based on this discovery of the trauma-informed pedagogy significantly enhancing faculty engagement and commitment (Tinklenberg, 2021).In such situations, educators’ and learners’ psychological and spiritual health becomes a priority. Religious and theological education is more than just providing knowledge; it also includes people’s spiritual and moral development. In these environments, faculty members teach and act as mentors and spiritual leaders whose lives have a lasting impact on their students. The accordance of trauma-informed pedagogy’s positive effect on faculty commitment with the core values of religious and theological education, including notions such as compassion, empathy, and holistic well-being, is observed. Educators who feel supported and understood can respond better emotionally and spiritually, which is often a natural re