nurturing servant leaders in religious education - Scholarly ...

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Appendix D-Participant Information Sheet-Teachers Participant Information Sheet Date of this information sheet: 1 June, 2005 119 Project Title: Nurturing servant leaders in religious education: A case study of the church educational system of the Church of Jesus Christ of Latter-Day Saints in Aotearoa/New Zealand Invitation: This invitation is for you to take part in a research project about servant leadership, a type of leadership that has gained increasing attention in the last twenty years. This sheet is designed to answer any questions you may have before you make your decision of whether to participate. What is the purpose of this study? This project is undertaken to complete the researcher’s Master of Education degree from Auckland University of Technology. The project is also undertaken to generate knowledge about servant leadership as it applies in the practice of the Church Educational System (CES) in Aotearoa/New Zealand. What are the research aims? 1. To describe and analyse the practice of servant leadership within the CES institute programme in 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. How will the study be carried out? Three focus groups, each consisting of 6-8 participants will take place with CES teachers in July on institute campuses in Auckland. The timings will be assigned according to convenience for the participants. It is anticipated that focus groups will be approximately one hour in length. How are participants chosen? Participants are selected based on their involvement in the CES in New Zealand. You do not have to be a member of the Church of Jesus Christ of Latter-Day Saints to participate. As this study seeks to identify servant leadership in the Aotearoa/New [
Zealand context, at least one year of participation in the CES in New Zealand is required to participate. 120 Are there any risks for joining this study? It is not anticipated that any physical discomfort will arise from participation in the study. However, time commitment may be an issue for potential participants. The total time anticipated for participation in this project is approximately 2 hours including focus group, travel time, and possible transcript checking. There will be no monetary compensation for participation in the project. A copy of the study will be made available to all who wish to have a copy of the findings, and is available through the researcher. How will I benefit by participating in this study? By participating in this research you will be contributing information to the scholarly discussion on servant leadership. In addition, this project is intended to contribute to a lack of research on the history and impact of the CES in Aotearoa/New Zealand. Your participation will help to contribute to these areas. Your participation will also assist the researcher in gaining her qualification in the area of education. How will confidentiality be protected? To ensure your confidentiality, all focus groups will be tape recorded and later transcribed by the researcher. A copy of the transcript can be made available at your request prior to analysis to check for accuracy. This is a chance to make clarifications, corrections or to withdraw any answers that you feel may be of an uncomfortable nature. If, prior to your acceptance of the transcripts, you wish to withdraw from participation in the study, you are free to do so. All transcripts will then be coded. Once this has taken place, it will not be possible to withdraw from the study. Your confidentiality will be assured through the following steps: 1) Only the researcher will transcribe the proceedings of the focus groups 2) Transcript checking process. 3) No names will be mentioned in the final report. 4) All answers will be coded before the analysis phase of research How do I join this study? You may confirm your participation in this study by acknowledging to the researcher in person or through contacting the researcher at the details listed below. Your confirmation of participation must be received before the commencement of your focus group. What if I need more information? You may obtain further information on this project by contacting the researcher at the following details:
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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
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Data analysis Data for this project
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Figure 1 Garden Elements Admirers S
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particular selection method was to
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Overall, the list shows a trend tow
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all. By being able to teach it, I
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Family The importance of the family
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One of my favourite people in one o
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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
Page 131: Mobile: 021-1822-371 Email: Lesley_
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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