nurturing servant leaders in religious education - Scholarly ...

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conversion. It is the central purpose of effective religious education” (Intellectual Reserve, 1994, p. 6). • Preparing young people for effective Church service-The CES has a strong emphasis on serving, and the forward-looking expectation of leadership. There is also a belief all positions will carry with them a definite leadership component. Chapter Summary This chapter has given an overview of the contexts of the thesis. Background information pertinent to understanding the practice of servant leadership in the Church and in the CES was presented. The forthcoming Literature Review will explore servant leadership and put forth the aims and significance of the current study. 23
Chapter III: Literature Review The purpose of this thesis is twofold: to explore conditions in which the human spirit flowers, and to generate literature on servant leadership as it applies in a religious educational setting. To date no studies corroborating the nurturing aspects of servant leadership have been conducted. The geographical context chosen for study is that of Aotearoa/New Zealand with participants selected from volunteer teachers and directors of the CES. In Chapter I I overviewed the personal impetus for the choice of servant leadership as a research topic. I also introduced the central metaphor that will be threaded throughout the project. Background of study contexts was covered in-depth in Chapter II. The garden is intended to aid in the conceptualisation of context and analysis of findings. This chapter will review pertinent servant leadership literature to “ground” the study. The chapter will conclude with a presentation of the study outline, including research aims, justification for the chosen research question, followed by scope considerations. Early roots of servant leadership Servant leadership as a concept, while enjoying a modern resurgence, has been present in leadership thinking for thousands of years. Simply stated, servant leadership is moral based leadership that places primary focus on becoming a servant prior to assuming leadership (Greenleaf, 2002). It has sometimes been described as leadership from the inside-out (Covey, 1998). Servant leadership has been closely associated with living the Golden Rule, a service- based philosophy widely applicable in its scope (Lad & Luechauer, 1998; Manz, 1998). Covey (2002) has illuminated that "all of the enduring major religious traditions of the world are unified when it comes to certain basic underlying principles 24
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 and 34: of data gathering there were 1758 s
Page 35: also helps teachers learn how to mi
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
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Áho: Approved by the Auckland Univ
Page 143 and 144:
Leadership.” What do you feel are
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