ABSTRACT
This chapter examines the educational and cultural contexts in which Catholic schools operated compounded the intricacy of the various influences that impact on the teacher's mediation of the ethos of the Catholic school. It analyses emerging habitus evidenced in the data through the presentation of four case studies. The first case study explores the fully committed teacher in a Catholic school. The second case study presents the profile of a teacher in a Catholic school who is committed to their faith, but has adopted a more critical stance towards aspects of the Catholic school and the teachings of the Catholic Church. The third profile of teacher that emerged from the data was what could be described as the indifferent teacher in the Catholic school. The fourth profile to emerge from the sample was that of the 'actor' in the Catholic school.
