nurturing servant leaders in religious education - Scholarly ...

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Church of Jesus Christ of Latter-Day Saints. Its teachings assist me in identifying who I am and place me in a context of continual love and service. This thesis is a tribute to the gardens of my life, and to the unceasing nurturing I have received by hand of The Master Gardener and his many Servant Leaders. May I ever strive to embrace the potential they have shown me that I have. Overview of chapters This thesis is divided into eight chapters. This introductory chapter has given an overall picture of the personal journey that led to the choice of topic for this thesis. The chapter has introduced the central metaphor of the garden and given contextual justifications for the selection of the garden as a major structural consideration in the conception of this thesis. Chapter II introduces further the contexts of the study. Background information about the Church Educational System and The Church of Jesus Christ of Latter-Day Saints will be given. The place of each in the Aotearoa/New Zealand context will also be conjectured. In Chapter III, the Literature Review, I will review pertinent literature pertaining to the Christian foundations of servant leadership literature, as well as the place of servant leadership in present scholarship. Elements relating to the scope of this project such as research aims, limitations and delimitations will be set forth, as well as ethical considerations. In Chapter IV the methodology of the thesis will be outlined. The chapter will address the theoretical position I take on the construction of knowledge. Further, elements of each phase of the research cycle will be explained in order to make the processes of this thesis transparent. 11
Chapter V presents the findings of the study. Findings are grouped according to emergent themes I identified from the data with excerpts taken from transcripts. Explanatory notes and commentary are inserted to support the selection of themes. In Chapter VI findings are discussed in depth. Through qualitative analysis of the findings, emergent ideas are grouped according to identified relationships of service in the CES garden. Chapters V and VI represent the most substantial sections of the thesis and constitute the major contribution of the study to new ways of thinking about organisational nurturing. Chapter VII will explore the application of findings outside of the research context. Further, in Chapter VII I attempt to critique the CES garden as it has been presented in findings and analysis, identifying transcendent elements of the garden and the ways in which organisational nurturing seems to be taking place. Chapter VIII will give a final overview of the project. Based upon the new knowledge highlighted in the findings and analysis, I will set forth conclusions and implications for future study in the field of servant leadership. Strengths and weaknesses of the study as a whole will be covered. Suggestions for educators, including CES administration will be set forth. 12
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 and 10: vii
Page 11 and 12: opportunity to finish this degree c
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: who have planted the good word of G
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
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
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Áho: Approved by the Auckland Univ
Page 143 and 144:
Leadership.” What do you feel are
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