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Standard courses taught in the institute programme cover in-depth study of the major works of scripture held to be sacred in the Church. These are The Holy Bible, The Book of Mormon, The Doctrine and Covenants, and The Pearl of Great Price. In addition, courses directly relating to the other important Church outcomes: namely temple marriages, missions and increased local leadership in the Church are also specifically addressed in courses entitled Celestial Marriage, Missionary Preparation, more commonly known as “mission prep” and Principles of Leadership introduced in 2001. Other courses are also offered. CES administration The CES is administered by full-time staff and educators. Administrators, directors, and school principals are responsible for carrying out the objectives of the CES and for overseeing a particular area of stewardship. In instances where resources and attendance allow, full-time teachers are employed to teach students. In instances where there is not resource or capacity for full-time staff, teaching assignments are generally given to volunteers commonly selected from among the lay membership of the Church. Those assigned are given specific instructions of what they are to teach “you must teach the gospel. You have no other function and no other reason for your presence in a Church school system” (Clark, 1992, p. 10). However, the use of creativity in the personal application and acquisition of teaching materials on the part of all leaders in the CES is encouraged: “personal development results from learning and applying gospel principles, acquiring desired skills, reflecting on current assignments, and trying new ideas” (Intellectual Reserve, 2003, p. 15). While in their positions, full-time and volunteer teachers are given training by CES administrators. “In-service training” is given at various times throughout the teaching year. Its stated purpose is outlined in Teaching the gospel, a handbook distributed to all CES teachers to help familiarise them with the mission and aims of the CES. The manual states “the primary purpose of in-service training is to improve teaching, but it 21
also helps teachers learn how to minister and administer as a servant leader in CES.” (Intellectual Reserve, 1994, p. 6). CES and servant leadership concepts. It seems pertinent here to add that although the CES provides specific religious education for students to increase their leadership skills and understanding, this project conjectures that the entire CES as an organisation is conducive to nurturing servant leaders. Recent research (Anderson, 2005) identified the CES as a servant organisation. The current thesis explores how the CES nurtures servant leaders through the lens of those who carry out the administration and teaching of CES goals and objectives in Aotearoa/New Zealand. The following have been identified in the literature of CES and the Church as ways in which servant leadership is currently incorporated into the language of CES, and may contribute to the ways in which servant leadership is conveyed by participants in the context of this study: • curriculum-part of the Principles of Leadership course (principle number six)- Featherstone (1995), Church leader, has summarised servant leadership thus: “servant leadership is based on a profound respect for the children of men [sic]. It requires leadership traits that do not demean, debase or otherwise cause those we lead to feel inferior. Servant leadership lifts, blesses, and changes lives in a positive way” (p. 128). • as a value in the CES for leaders and teachers (part of the PDP programme) also called serving leadership- “One of the gospel principles, or values, important to CES is that of servant leadership. A teacher is a leader of youth. Many CES teachers are also asked to lead and train other teachers. Jesus taught that leadership is service to those one leads.” (Intellectual Reserve, 1994, p. 7). • as evidence of discipleship - As Christians, being followers of Jesus Christ means following the way Christ lived. He stressed service, therefore service is important to salvation. “The desire to serve the Lord is a natural result of 22
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 and 24: who have planted the good word of G
Page 25 and 26: Chapter V presents the findings of
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: of data gathering there were 1758 s
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
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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