nurturing servant leaders in religious education - Scholarly ...

More documents

Recommendations

Info

Table 1 2004-2005 CES Statistics Category Worldwide Aotearoa/New No. of students Institute Seminary Full-time employees Institute Seminary Volunteer Teachers Institute Seminary 730,404 367,034 363,370 3,443 8 Source: Intellectual Zealand 5555 2570 2985 8 (8) 39,058 295 Reserve (2006) 115 180 S. Soloai, personal communication (2005) Tāmaki-makau- rau/Auckland 623 2 2 (2) 175 72 103 47 S. Soloai, personal communication (2005) Collectively, full-time staff and volunteer teachers are responsible for overseeing the religious education of all Aotearoa/New Zealand religious education students. Institute enrolment for Aotearoa/New Zealand is approximately 2570 students, made up of both those attending college and non-students aged 18-30. Institute enrolment for the ten stakes of Tāmaki-makau-rau/Auckland was reported as 623 for the first semester of the 2005 school year covering February-July (S. Soloai, personal communication, July 21, 2005). The participants were each selected for their ability to give an organisational standpoint on the experience of servant leadership in the CES institute programme. The personal views and applications of servant leadership principles were sought from all participants. Directors interviewed were full-time employees while all teachers were unpaid volunteers. Inherently, because of their difference in position and the nature of their differing responsibilities, the viewpoints were expected to vary in perspective. While this was not always the case, the answers of the two groups
have at times been divided in analysis to acknowledge that this variant may have some bearing on the depth of experience and organisational understanding of servant leadership. Questionnaires were first administered to directors. Upon completion of in-depth interviews, collaboration with select directors took place as to pertinent questions from the interview schedule to ask in focus groups. Ten questions, at least two from each subheading were chosen. The goal for this collaborative selection process was to ensure that the project would be of most benefit to those administering the CES programmes in Aotearoa/New Zealand, and to cross-check that all questions were relevant and appropriate to the volunteer teacher experience. The selection process also took into account the inherent dual nature of servant leaders. In order to test incorporation of servant leadership principles, I deemed it necessary that directors as well as volunteer teachers needed to be asked similar questions that took into account their servanthood as well as their leadership. Geographical Limitations of the Study The current study is limited to only the Tāmaki-makau-rau/Auckland region, covering the geographical area from approximately Orewa in the north to Pakuranga in the south, or the ten stakes or major ecclesiastical units covering the Tāmaki-makau- rau/Auckland region. The ten stakes are Papakura, Manurewa, Tamaki, Papatoetoe, Manukau, Mount Roskill, Panmure, Harbour, Waterview and Henderson. This particular population was selected based on the high concentration of institute enrolees in the area, Tāmaki-makau-rau/Auckland having a greater population of CES enrolees and Church members than any other city in Aotearoa/New Zealand. Ethical Considerations Ethical considerations were given at each phase of the research cycle. Participants were given a copy of a consent form outlining what they were agreeing to by participating in the study. This form indicated that they were free to withdraw from the study until a certain point, and also that they were free to withdraw any answers until the time of data coding. 48
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 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: Chosen participants fell into two g
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
show all

nurturing servant leaders in religious education - Scholarly ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?