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Data gathering Data gathering took place over a six week period beginning in early July 2005. Individual in-depth interviews were held with CES directors responsible for overseeing the administration of institute in the Tāmaki-makau-rau/Auckland region. After in-depth interviews, three focus groups were conducted with volunteer teachers. To further triangulate data, classroom observations and document analysis were used to round out data gathering methods. All interviews, focus groups, and observations were held in CES teaching sites in Tāmaki-makau-rau/Auckland. Although the initial invitation to the Country Director was extended outside the city, the director drove to Tāmaki-makau-rau/Auckland to participate in the interview. Personal interviews Personal interviews were conducted with three administrators from the CES responsible for overseeing the workings of CES in the Tāmaki-makau-rau/Auckland region. Participants included the Aotearoa/New Zealand Country Director, and two Tāmaki-makau-rau/Auckland directors. Directors opted to use a pseudonym, and will be referred to in the data analysis chapter as Director A, B, or C to help protect anonymity in answers. Question schedules were distributed two days prior to interviews for directors to have time to think about the topic of servant leadership and their answers. A meeting was held with the three directors as a group to clarify the aims of the study and to answer any questions prior to beginning the interviews. As the study also involves volunteer teachers whom the directors oversee, a focus group meeting schedule was also devised in this meeting. Interviews were scheduled to go no more than one hour. No one interview went for more than this time, the average duration being approximately forty minutes. Interviews were conducted consecutively on the same day with tape-recording being the main method of collecting the data with minimal note taking. 49
Focus groups Focus groups were conducted at three separate locations in Tāmaki-makau- rau/Auckland where institute classes are held. One focus group was held at a main institute campus in South Auckland where one of the directors works and oversees the institute programmes for assigned areas. The other two focus groups were held in stake centres where individual programmes are overseen by an institute coordinator. Each focus group was scheduled to go no more than one hour. All focus groups stayed within this time although one was considerably shorter, approximately twenty-five minutes due to the late starting time after classes for the night were completed. Focus group participants were given the invitation to participate at least one week before the focus group. Focus group participants were selected purposively by the directors responsible for overseeing the programmes. I indicated to directors the criteria needed to participate in the focus groups in order to assist them in selecting participants. One year of participation as a teacher in CES in a Aotearoa/New Zealand programme was the criteria. The directors, based on this criteria, extended the invitation to teachers to participate in the study. I also indicated to directors that I sought the widest range of views possible for input into the study. For this purpose teachers from different parts of Tāmaki-makau-rau/Auckland were extended the invitation to participate. From those that were selected by the directors, three participants, one per group, also held the dual position of institute coordinator. Observations In order to triangulate data, and to avoid presentational data, classroom observations were carried out, one each in the three locations where focus groups took place. Observations were unannounced and lasted for the duration of the class, approximately one hour to one hour and thirty-minutes. The objective was to see how volunteer teachers interacted with their students, and how servant leadership was 50
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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.............
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List of Tables Table 1 2004-2005 CE
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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 and 60: Chosen participants fell into two g
Page 61: have at times been divided in analy
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,
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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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