nurturing servant leaders in religious education - Scholarly ...

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The practice of servant leadership in CES Findings indicated that the CES was powerful in the lives of participants to the extent that as an organisation it was able to effectively highlight and draw upon the resources of the environment around it. In the analysis chapter the CES was identified as a gardener working to strengthen plants in the garden, or stakeholders of the organisation. Various relationships of service that make up the environment were explored. The overarching organisational nurturing element identified in the preceding chapter was the ability of the CES to bring people together as whole people, offering them opportunities to share in spirit and intellect. Defining servant leadership In light of Greenleaf’s test of servant leadership, 103 Do they (others), while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? (Greenleaf, 2002, p. 24). Based upon participant answers, servant leadership in the organisation, based on the findings of this study is defined as “a leadership approach in which the organisation seeks to holistically approach interconnected relationships of service through offering meaningful and diverse forums for the sharing of spirit and intellect.” Perpetuating local leadership Findings further indicated that the presence of servant leadership, evidenced by the thriving garden, is the work of many unseen elements. The consistent nurturing of the garden by gardeners such as the CES are one way in which servant leaders are being readied for positions of service. Findings point to this being applicable to both directors and volunteer teachers and those outside of the CES context. As participants reached out in service to strengthen root systems with others, they were also growing in the soil and taking and becoming more a part of it.
Study strengths and weaknesses This study has explored the responses of a small sampling of directors and volunteer teachers to explore servant leadership understanding and practice in the CES in Aotearoa/New Zealand. Perceived strengths of the study are that the researcher’s close associations with the Church, and with the CES, have allowed her to understand certain subtleties in participant responses. Yet with this being the case, the researcher also stands far enough outside of the context that presupposed responses did not factor heavily in the phases of the research cycle. In addition, this study used all of the directors over the Tāmaki-makau-rau/Auckland region, including the Country Director. This gives a good overview of what is happening in the administration for Tāmaki-makau- rau/Auckland, and their views on the needs of others and how they are striving to be met. Although not by design, the teachers for this study turned out to represent a wide range of teachers from older to younger to those teaching their peers. This allowed for a strong cross section of opinion as to the benefits of CES in other life areas such as the personal, work, community, and world realms. Weaknesses include the fact that participants were not from all parts of Tāmaki- makau-rau/Auckland. Also only one volunteer teacher from those who taught in ethnic language classes participated. Further insight into the dynamics of these courses on the understanding of servant leadership would have been welcome, but was not built into the scope of this study. Fortunately, many of the participants in the study were able to give examples of their cultural experiences from their own lives or through the examples of others. These can be found in the findings. Recommendations This study has highlighted relationships of service as they exist in the CES. The metaphor of the garden demonstrated the complexity of relationships present in order 104 for the flourishing described in Greenleaf’s (1970) test to take place. Taking in
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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
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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: Chapter VIII: Conclusions and Recom
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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