nurturing servant leaders in religious education - Scholarly ...

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organisation in which people are increasingly spending their time, is tremendous, but, it would seem, not impossible. Although the participants in this study represented a fairly homogenous group perhaps not reflective of all organisations, at the level of principle the organisation acted as a tool for growing people in effective ways. In essence, the organisation was servant to the people within it directly, and without indirectly. Walking through the doors of the institute building in Tāmaki-makau-rau/Auckland over four years ago I did not know exactly what I was to find in the way of people, experience, or initial openness. However, after walking through the doors my first feelings confirmed several points: that I was in a place where I felt uplifted, that institute represented for me a place where people could gather for a good purpose, that efforts to reach the building could be compensated in ways far exceeding my efforts to get there. That my first feelings were consistently confirmed is an attestation to me of the transforming effects that organisations which have an ongoing concern with nurturing the human spirit can have. I have written this thesis in an effort to speak to those who have similar concerns. Chapter Summary In this chapter I have sought to address the greater theme of nurturing the human spirit. I have done this through exploring three aspects of nurturing identified in the findings which are balancing, renewal, and regeneration. The issues of time and culture were addressed specifically in regards to organisational commitment, and application of findings to other contexts reflected upon. In the concluding chapter I shall give a final overview of the entire study, offer recommendations and conclusions and finally address strengths and weaknesses perceived through the course of the current study. 101
Chapter VIII: Conclusions and Recommendations This study has sought to examine relationships of service through the nurturing lens. Through the qualitative case-study methodology I sought to learn from directors and volunteer teachers of the Church Educational System of the Church of Jesus Christ of Latter-Day Saints how servant leaders are nurtured in context. The purpose of this chapter is to bring together the findings of the study. I will briefly summarise the findings as they relate to the central research question How does the CES nurture servant leaders? I then seek to offer conclusions about the study based on the overall research aims of the project. The research aims of this study were presented as follows: 1. To describe and analyse the practice of servant leadership within the CES institute programme in Tāmaki-makau-rau/Auckland. 2 To critically discuss servant leadership as it applies in a religious education setting. 3. To define servant leadership 4. To critically analyse how the CES in Aotearoa/New Zealand is meeting the need of generating and perpetuating local leadership for the LDS church and leadership in the secular workplace. 5.To contribute to the current lack of research about the CES institute programme in Aotearoa/New Zealand on a longitudinal scale. I will conclude the study with recommendations for CES leadership and then servant leadership scholars. This will be followed with possible directions for further research. I will then, taking the project as a whole, offer overall strengths and weaknesses. 102
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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
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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: the significance of what was said,
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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