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Like directors, all volunteer teachers answered that the CES had had a positive impact on their leadership abilities. Teaching positions were newer to some than to others. However, all participants indicated that there had been a definite increase in leadership abilities and skills from their first CES experience. Volunteer teachers indicated the biggest benefit of CES participation was the ability to experience and appreciate different perspectives. Eight indicated that they felt they had increased in their appreciation of different perspectives from their leaders, students, and other teachers. They had come to appreciate more the value of what each person had to contribute in the work of CES and hence in the work of helping others to “come unto Christ” (Moroni 10:32). More than anything however, answers indicated that any opportunity to see and know better Jesus Christ was a benefit. One volunteer teacher explained, Every time you teach, especially the Gospel in the CES…you see the Saviour. You try to follow His example. We never walked the way that He walked on the earth, but we can try. The more we work at it and try the more we receive His image in our countenance and we take His image in our daily life (VT7). CES and reinforcement Seven participants also cited participation in CES as giving the opportunity to more fully live their lives in harmony with the teachings of the Gospel. Serving in the CES was a constant reminder to them of the doctrines and commandments of the Gospel. Answers included an increased desire to live in tune with the doctrine they were teaching in their classes, a deeper striving to have the Spirit in their lives, and an increased testimony of the truthfulness of what they were teaching. The overall effect was shown in the following statement, It brings balance to my life because sometimes you have those days where you’re in such a rush you forget to do the basics. And being a part of CES helps bring balance to my week. Also, as a leader it helps me practice compassion. You know, compassion, and humility and a love for those that are in front of you (VT8). 71
CES and confidence Four volunteer teachers cited a marked increase in their confidence to stand up in front of groups of people. The increase in confidence helped participants with teaching within the CES, but also contributed to the inner fortitude they felt in other life arenas. Several also indicated that being in the CES allowed them to overcome feelings of shyness and to be bolder in their approach towards sharing with others what they knew and believed. The increased awareness to live gospel principles was also perceived as being an important element in the practice of continued missionary work, an effort encouraged by Church leadership for all members. This is encompassed in the Church’s credo that every member perform missionary work (Clarke, 2006). Examples of increased confidence are found in the following transcript excerpts, I’m normally quite a shy person, but when it comes to teaching. . .I can just get up, I’m quite confident in that regard. I love to teach, I love to be able to share what I know with people (VT2). If I think back to when I was in seminary, back in the days, in high school and looking to the future, I never thought I would be a teacher as such. I never, any opportunity to be in front of people I shied away from. High school, I think now, if I went back to high school, I could be a, I could have been a prefect, a head boy, I’d have done everything. But truth is back then, any opportunity to run away, yeah, that was me (VT5). CES and tools of service When asked what the CES is currently doing to encourage servant leadership, directors gave answers touching on various CES programmes and emphases with which they had had direct practical knowledge. The answers indicated that directors saw leadership development as being important for all CES stakeholders, especially institute students, and was something they held to be very precious and important. Answers indicated that servant leadership practice was effective in terms of empowerment through increases in the Spirit, in life coping skills, and in carrying out 72
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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
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Early missionaries found success am
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together to give them his last coun
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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 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: teach when I was out on the mission
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
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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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