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instance, participants indicated they felt they were coming to know Jesus Christ through their time in the CES. In order to teach their love of the Gospel to students, and to pass that on to other teachers, administrators, and students participants shared their testimonies with others, helping to make them more effective teachers and leaders. Regeneration The concept of regeneration in the CES has caused me to reflect considerably on relationships of service in context. I see regeneration as perhaps the most important aspect from the findings in nurturing the human spirit in context. By regeneration I mean the planted desire to go forth and apply knowledge that happens when “true” servant leadership has taken place. Participants in this study indicated that they applied the leadership skills gained in the CES in variant contexts outside of the classroom. Participants readily identified numerous examples in their responses. The most apparent regeneration of servant leadership ideas was found in the family unit, where participants indicated servant leadership opportunities abounded. Other contexts listed were church callings and professional careers. Practical application opportunities for servant leadership expression seemed available almost anywhere. For instance, volunteer teachers referred to their assignments as opportunities to serve “in Heavenly Father’s kingdom.” Hence, the applicability of organisational teachings held relevance for participants in infinite ways outside of the CES context. In researching and contemplating on the aspects of this thesis, I was most excited about the opportunity to explore the cultural aspects of organisational expression in the CES. Through conducting the interviews, and focus groups especially, there were numerous times when heavy bursts of laughter would stop the proceedings for a moment, with extra moments taken to allow the meaning of the laughter to settle. In the focus groups participants indicated they came from various cultural backgrounds. This did not seem to pose any obstacle when it came to expressing and sharing laughter as a group. At these intervals I laughed too, not always being fully aware of 99
the significance of what was said, but participating in an infectiously uplifting moment of culturally expressed joy. One such answer, although subtle, went thus, 100 If you’ve got something that you really value they (the students) give you the time to share that with them and then they go out the doors and they share it with everyone else (Laughing) (VT8). What might have read in transcript as a more serious response, was full of cultural expression and understanding from a teacher that loved her CES assignment and the students she taught. The laughter seemed to make the cultural expression in responses come to life and infuse the setting with increased acceptance and support. One director encapsulated the cultural awareness of the CES by saying that more than awareness, the CES taught at the level of general principle that was then taken and culturally expressed. This expression appears to be effective in the CES in Aotearoa/New Zealand as participants are able to internalise the principles taught and directly apply them to their individual situations. Application The relationships of service highlighted in the analysis chapter illuminate some of the vast systems of support that go into making up whole people. Aotearoa/New Zealand, like many countries, is home to many people of diverse backgrounds. Findings show that a key to effectively celebrating diversity can be found in organisations addressing the needs of whole people by emphasising the fundamental reasons people gather in groups. This chapter has highlighted three reasons i.e. balancing, renewal, and regeneration, taken from the findings of the study, that may apply in variant contexts. Just what needs to be balanced and how are defined within the individual cultures they are found. Greenleaf’s test of servant leadership, signs that nurturing of the human spirit has taken place, has numerous rich concepts for both the organisation and the individual. If people “grow taller” in the presence of true servant leadership, the responsibility of
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NURTURING SERVANT LEADERS IN RELIGI
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Table of Contents Table of Contents
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CES and teaching tools.............
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List of Tables Table 1 2004-2005 CE
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vii
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opportunity to finish this degree c
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(seasons), Church Educational Syste
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thesis represents a personal journe
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leadership in which the servant lea
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viewed as a key element in the prod
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Part of the inadequacy of our many
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who have planted the good word of G
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Chapter V presents the findings of
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Early missionaries found success am
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together to give them his last coun
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established an expanded institute p
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of data gathering there were 1758 s
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also helps teachers learn how to mi
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Chapter III: Literature Review The
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Ye know that they which are account
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Servant Leadership, now in its sixt
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More grounding necessary Issues sur
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uilt sufficiently on studies conduc
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Exploring paradox Servant leadershi
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the actions of a servant-first scho
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Unfortunately, with increasing mate
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Significance of the study The curre
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Chapter IV: Methodology The objecti
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context plays an important role in
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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: Participants also indicated that th
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
Page 131 and 132: Mobile: 021-1822-371 Email: Lesley_
Page 133 and 134: Zealand context, at least one year
Page 135 and 136: 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
Page 141 and 142: Áho: Approved by the Auckland Univ
Page 143 and 144: Leadership.” What do you feel are
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