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of the Participant Information Sheet and Consent Form for participants. It had been indicated in the ethics application that language services might be needed due to the highly diverse nature of Tāmaki-makau-rau/Auckland and of Tāmaki-makau- rau/Auckland Church membership. Participants had not been selected at this stage of the research process. After reviewing the most likely languages to be needed, the researcher elected to pursue a Tongan translation of the forms, with further translations to be completed as necessary. This process, while delaying the beginning of data gathering proved a tremendous learning experience. The manner in which concepts were understood and translated from English opened to the researcher a greater understanding and heightened sensitivity to the ways in which cultural context has deep and meaningful presence in personal knowledge. All participants indicated they were comfortable to participate in English. However, translated copies are included in the appendices of this thesis for reference. Permission to conduct the study was also sought from the Church Educational System at CES headquarters in Salt Lake City. Permission was granted on 22 nd June, 2005. It was not until after this letter was received that participants were formally contacted for participation in the study. An initial meeting with the Country Director was held to discuss the overall aims of the project, establish rapport, and to organise a time in which directors could meet together to carry out the interview process. Data gathering began approximately two weeks after the CES confirmation letter was received. Selection of participants As is the case with most research, the structure of this thesis has evolved throughout the thinking and learning process. It was originally to be a mixed-methods project using questionnaires of a wide range of CES stakeholders including CES students, graduates, teachers and directors with several interviews to triangulate data. However, realities of scope garnered increased focus and I decided that what I most wanted to explore were the individual experiences of those in present positions of leadership in the CES, meaning just directors and volunteer teachers. I felt compelled to learn more of their experiences as servant leaders in their context and to understand how they perceived the CES had shaped their servant leadership tendencies. 45
Chosen participants fell into two groups, directors and volunteer teachers. Although the responsibilities of each vary greatly, in order to gain the best overall view of serving leadership in the CES as an organisation in Aotearoa/New Zealand, and to triangulate data, both perspectives were sought. The questionnaire used during interviews was substantially longer than that for focus groups and this is reflected in the findings. The input of both groups helps to present variant sides of the organisational structure. Both groups were also included to assist in triangulation of data. Population The population of this study is directors and volunteer teachers of the Church Educational System of The Church of Jesus Christ of Latter-Day Saints in Aotearoa/New Zealand. The seminary and institute programmes of the Church are currently held in 129 countries (Intellectual Reserve, Inc., 2006). Worldwide, the CES employs 3,443 full or part-time teachers and administrators for the seminary and institute programmes (Intellectual Reserve, Inc., 2006). At the time of data collection Aotearoa/New Zealand employed 8 full-time staff to oversee the administration of the religious education, or seminary and institute programmes of the Church in the country (S. Soloai, personal communication, July 21, 2005). Two full-time staff oversee the running of institute in Tāmaki-makau-rau/Auckland. 100% of Tāmaki- makau-rau/Auckland staff, in addition to the Country Director, participated in in- depth interviews. In addition to these paid staff, an additional 39,058 volunteer teachers and support staff assist in carrying out the mission of the CES throughout the world (Intellectual Reserve, Inc., 2006). At the time of data gathering there were 295 volunteer teachers in Aotearoa/New Zealand, and 115 in the institute programme (S. Soloai, personal communication, July 21, 2005). 72 of these teachers are in Tāmaki-makau- rau/Auckland. Between the three focus groups a total of 16 teachers took part, representing approximately 22% of the potential participant pool. The statistics for the selected participant population are presented in Table 1. 46
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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.............
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 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: context plays an important role in
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
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Chapter VII: Application of Finding
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Participants also indicated that th
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the significance of what was said,
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Chapter VIII: Conclusions and Recom
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Study strengths and weaknesses This
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Looking ahead: A personal reflectio
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Clark, J. R., Jr. (1992). The chart
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Intellectual Reserve. (1994). Teach
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112 Rieser, C. (1995). Claiming ser
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Appendices Appendix A-Structure of
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Appendix C-Participant Information
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Mobile: 021-1822-371 Email: Lesley_
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Zealand context, at least one year
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Appendix E-Director Consent Form Co
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Appendix G- Translated Information
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126 ‘E anga fēfē ha‘aku kau k
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Áho: Approved by the Auckland Univ
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Leadership.” What do you feel are
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