nurturing servant leaders in religious education - Scholarly ...

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Acknowledgements In writing a thesis I believe a principle objective is for the researcher to come out a different, stronger person once the process is completed. If education is about anything, it is about awakening oneself to a genuine love of knowledge, a love of thoughts, and being able to mould and develop the inner compass to pursue future change. For her guidance in my journey, I would like to acknowledge and thank my primary thesis supervisor, Dr. Linitā Manu’atu, for her continued inspiration through the writing process. Her unfailing passion for progress and change inspired me in every step of this thesis process. Thank you for hearing my voice and encouraging it. To my secondary supervisor, Jane Bone, thank you for being the unflinching lynchpin in getting me to write this thesis first person. The conversations with Linitā and yourself have made me stand strong in where I want to be as a researcher and in my desire to pursue my education beyond this degree. I will miss our discussions and the uplifted way I have always felt as a result of them. To Associate Professor Brian Findsen, who has moved on from AUT, but who gave me a chance to reach for an educational dream that at the time was a seed of desire, but has today become a reality. Thank you to all of the servant leaders who participated in the study. Thank you for devoting your time and voices to this project, and for showing me again and again the meaning of service and what it is to love unconditionally. I hope that I have been a good steward with the words and feelings you shared with me. It was your initial down to earth kindness and energy that sparked the context of this thesis. To the staff at the School of Education Te Kura Mātauranga, Auckland University of Technology/Te Wānanga Aronui O Tāmaki Makau Rau, for their support and help in being able to complete this degree. The scholarship I received gave me the viii
opportunity to finish this degree clear of debt, and in an age of expensive higher education, I realise this is no small feat. To the Auckland University of Technology Ethics Committee (AUTEC), for approving my ethics application, making it possible to conduct this research under the umbrella of the university, and to pursue a work which I feel passionately about. Ethics approval was granted 9 May, 2005. Approval number 05/103. Thank you to the administration of CES for their endorsement of this project. I hope that this research will be of benefit to you. A special thank you to Brother Steve Iba, CES Asia/Pacific Area Director, for meeting with me and helping me understand the overall structure of CES and the placing of this project. To my Mum and Dad for their love and support of my education. For all the nights I sat on your bed and cried through my undergraduate degree, I thank you for giving me every opportunity and for knowing how much this means to me. To my husband Job, who shows me the stars, and then smiles knowingly when we end up at the sun. I love you. You are my best friend, and we’ve got lots ahead of us. And to our son, Nathaniel, sunshine junior, who was a twinkle in our eyes when the Master’s process started. Your growth has been the yardstick by which I have measured my progress on this project. Mummy did it. ix
Page 1 and 2: NURTURING SERVANT LEADERS IN RELIGI
Page 3 and 4: Table of Contents Table of Contents
Page 5 and 6: CES and teaching tools.............
Page 7 and 8: List of Tables Table 1 2004-2005 CE
Page 9: vii
Page 13 and 14: (seasons), Church Educational Syste
Page 15 and 16: thesis represents a personal journe
Page 17 and 18: leadership in which the servant lea
Page 19 and 20: viewed as a key element in the prod
Page 21 and 22: Part of the inadequacy of our many
Page 23 and 24: who have planted the good word of G
Page 25 and 26: Chapter V presents the findings of
Page 27 and 28: Early missionaries found success am
Page 29 and 30: together to give them his last coun
Page 31 and 32: established an expanded institute p
Page 33 and 34: of data gathering there were 1758 s
Page 35 and 36: also helps teachers learn how to mi
Page 37 and 38: Chapter III: Literature Review The
Page 39 and 40: Ye know that they which are account
Page 41 and 42: Servant Leadership, now in its sixt
Page 43 and 44: More grounding necessary Issues sur
Page 45 and 46: uilt sufficiently on studies conduc
Page 47 and 48: Exploring paradox Servant leadershi
Page 49 and 50: the actions of a servant-first scho
Page 51 and 52: Unfortunately, with increasing mate
Page 53 and 54: Significance of the study The curre
Page 55 and 56: Chapter IV: Methodology The objecti
Page 57 and 58: context plays an important role in
Page 59 and 60: Chosen participants fell into two g
Page 61 and 62:
have at times been divided in analy
Page 63 and 64:
Focus groups Focus groups were cond
Page 65 and 66:
Data analysis Data for this project
Page 67 and 68:
Figure 1 Garden Elements Admirers S
Page 69 and 70:
particular selection method was to
Page 71 and 72:
Overall, the list shows a trend tow
Page 73 and 74:
all. By being able to teach it, I
Page 75 and 76:
Family The importance of the family
Page 77 and 78:
One of my favourite people in one o
Page 79 and 80:
highlights one director’s belief
Page 81 and 82:
CES and the relationship with self
Page 83 and 84:
teach when I was out on the mission
Page 85 and 86:
CES and confidence Four volunteer t
Page 87 and 88:
CES and integrity When asked what i
Page 89 and 90:
share that night she remembered and
Page 91 and 92:
While the differences of people wer
Page 93 and 94:
cultures to some degree and were ab
Page 95 and 96:
of service in the garden from the f
Page 97 and 98:
From participant answers, it would
Page 99 and 100:
evelation. As members of the Church
Page 101 and 102:
whole person. In speaking of the wh
Page 103 and 104:
CES was a way in which the purposes
Page 105 and 106:
wisdom is portrayed as “antitheti
Page 107 and 108:
new opportunities to learn, to enga
Page 109 and 110:
Chapter VII: Application of Finding
Page 111 and 112:
Participants also indicated that th
Page 113 and 114:
the significance of what was said,
Page 115 and 116:
Chapter VIII: Conclusions and Recom
Page 117 and 118:
Study strengths and weaknesses This
Page 119 and 120:
Looking ahead: A personal reflectio
Page 121 and 122:
Clark, J. R., Jr. (1992). The chart
Page 123 and 124:
Intellectual Reserve. (1994). Teach
Page 125 and 126:
112 Rieser, C. (1995). Claiming ser
Page 127 and 128:
Appendices Appendix A-Structure of
Page 129 and 130:
Appendix C-Participant Information
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Mobile: 021-1822-371 Email: Lesley_
Page 133 and 134:
Zealand context, at least one year
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Appendix E-Director Consent Form Co
Page 137 and 138:
Appendix G- Translated Information
Page 139 and 140:
126 ‘E anga fēfē ha‘aku kau k
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Áho: Approved by the Auckland Univ
Page 143 and 144:
Leadership.” What do you feel are
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