nurturing servant leaders in religious education - Scholarly ...

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Potential relationships of service Directors indicated that they believed all types of people could and should become servant leaders. This was consistent with the teachings found in CES leadership material that stated everyone has the potential to become a leader. Directors did not rule any types of people out, but they did mention specific types of people that they felt might have a certain predisposition to being servant leaders. The scope of the list was extensive and reflected their belief in the widespread relevance of servant leadership, -Government leaders (DB) -Parents (DB) -Leaders of the Church (DB) -Community leaders (DB) -Young Single Adults (DB) -Those with a strong work ethic (DC) -Humble people (DC) -Those who love their work (DC) -Certain cultures (DA) -Churches (DA) -People in structured organisations (DA) Findings for this question demonstrated varied interpretations of the question. Two directors, A and B, interpreted the question as meaning types of established leaders that may have a leaning toward servant leadership. They listed several groups of people generally associated with non- or low-paid work such as parenthood, community work, and politics. The lean towards the non-profit sector was not surprising considering the clear links between service and intangible compensation highlighted in the literature review and findings of service associations given above. The second interpretation was closer to personal characteristics used as representative types of servant leaders. The types of people listed reveal various areas that have only been lightly touched upon in current servant leadership literature (i.e. parenthood, certain cultures, Young Single Adults). These examples highlight potential areas in which servant leadership studies are or can be taking place. An illustrative example, that of certain cultures, 65
highlights one director’s belief and understanding of servant leadership through the servant-first tendencies inherent in his spouse’s culture, I have an Island background, my wife from Tonga. The way she was raised she was taught to serve, to give, and as I think of her, from her background, and her culture, because there’s a hierarchy in Tonga. You’ve got the king at the top, and then the nobles, and then the commoners, is what they’re known as. And so, there are occasions throughout the year where the commoners know that they serve the nobles who serve the king. And because the king is all powerful, this is the tradition in Tonga, there’s that element that they have learned in that culture being born and raised there, to always serve. And so, because of her willingness to, or being raised in that environment of service, as I think about it, she’s always been that way (DA). This example carries through the trend in participant answers that the servant-first attitude is paramount for being a true servant leader. Director A identified what he felt to be a point of origin for his spouse’s servant-first tendencies. This may be helpful in being able to nurture servant leaders, by encouraging the strong, or developed sense of service that may already be a part of a person’s life. CES and relationship enhancement Role of CES Directors were asked to discuss their experience in the CES as it related to leadership. Each indicated widely varying experiences, tenures and assignments given to them within the CES, and their leadership experience was extensive. Each acknowledged that their leadership skills had been enhanced through serving in the CES. They indicated that they were happy with the assignments they had received thus far in the CES, and that assignments had taught them valuable lessons about leadership. All three indicated that they had undergone huge life changes in their careers with the CES. The overarching theme was where they served was not as important as how they served. Time in the CES was all counted as time serving, in whatever capacity the service was given. 66
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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
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opportunity to finish this degree c
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(seasons), Church Educational Syste
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thesis represents a personal journe
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leadership in which the servant lea
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viewed as a key element in the prod
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Part of the inadequacy of our many
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who have planted the good word of G
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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 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: One of my favourite people in one o
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
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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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