nurturing servant leaders in religious education - Scholarly ...
nurturing servant leaders in religious education - Scholarly ...
nurturing servant leaders in religious education - Scholarly ...
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Delimitations<br />
Delimitations <strong>in</strong> this study are present to help control the scope of the thesis. The<br />
study was limited to the Tāmaki-makau-rau/Auckland region, cover<strong>in</strong>g the<br />
geographical area from approximately Orewa <strong>in</strong> the north to Papakura <strong>in</strong> the south.<br />
The purpose of this was to lessen the number of variables that may have been<br />
<strong>in</strong>troduced with a wider participant base. The delimitation of one year of teach<strong>in</strong>g <strong>in</strong><br />
the Aotearoa/New Zealand context was also given to further elim<strong>in</strong>ate variables and<br />
to ensure that as far as possible participants were able to comment on their local<br />
context of responsibility. Secondly, the focus groups were conducted with 16, or<br />
approximately 22% of the possible population of volunteer teachers. This sample size<br />
was deemed appropriate to the qualitative, theory-build<strong>in</strong>g methodology of this study,<br />
but it is not <strong>in</strong>tended to represent the views of the entire CES volunteer teacher<br />
population <strong>in</strong> Tāmaki-makau-rau/Auckland. Thus triangulation methods were used to<br />
<strong>in</strong>crease reliability.<br />
Chapter Summary<br />
This chapter has given a history of <strong>servant</strong> <strong>leaders</strong>hip literature, address<strong>in</strong>g <strong>in</strong><br />
particular current issues raised <strong>in</strong> the literature: i.e. problems of def<strong>in</strong>ition, issues of<br />
paradox and stereotyp<strong>in</strong>g, Greenleaf’s lack of empirical ground<strong>in</strong>g, variations <strong>in</strong><br />
characteristics <strong>in</strong> and across cultures were also addressed. In light of the Literature<br />
Review, the problem, research question, aims and significance of the study were also<br />
put forth. Chapter IV will present the methodological processes of the thesis.<br />
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