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Dissertations / Theses on the topic 'Evangelical leadership in Uganda'

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Published: 4 June 2021
Last updated: 5 February 2022

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1

Asea, Wilson 1973. "The role of evangelical leadership in Uganda for effective church ministry: a strategic practical theological study / by Asea, B.K. Wilson." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8775.

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God is the ultimate leader, and the church leadership mandate and responsibility is from Him. The Lord prepares those He calls to take leadership responsibilities. He does not intend to use persons who are not properly equipped and developed to occupy high leadership positions in the church. Hence church leaders in evangelical churches in Uganda who wish to be proficiently used by God should be holistically trained in theology and leadership for effective church ministry and church growth. However, lack of proper leadership training poses a huge challenge to evangelical churches in Uganda. The traditional theological educational system in Uganda is too academic, paying too little attention to practical relevance; to pastoral ministry, mission and spiritual formation. In addition, the weak relationship of many Pentecostal leaders with theological training in Uganda has led to dead intellectualism and heresy upon heresy. As such these church leaders do not address the felt needs of the church correctly. This study commences by noting the limitations of leadership training models of ministers, and the lack of theological and leadership training, especially among many Pentecostal pastors in Uganda. It is divided into three phases. The first phase focuses on basic-theoretical principles, the second on meta-theoretical guidelines and empirical findings and the third phase focuses on critical-hermeneutical interaction between the basis-theoretical principles and the meta-theoretical guidelines. The purpose of the basis-theoretical perspectives was to explore the role played by different categories of leaders in the Bible: visionary, administrative and shepherding leaders, and to research early church fathers and other historical church leadership. Visionary leadership functioned as change agents: brought change in the church, and new life in the people of God. Administrative leadership performed the task of governance and guidance: teaching, discipline, conflict resolution and the management of resources. Shepherd-servant leadership cared for the daily needs of church family; not only the spiritually weak, but also physical sick and the needy. The autocratic leaders ruled over others and democratic leaders shared responsibilities. In the meta-theoretical perspectives a literature study was conducted of recent research in Sociology on the challenges encountered by visionary, administrative and shepherding leaders in Uganda and approaches to each. An empirical study consisting of the quantitative interviews with a selected group of Uganda evangelical leaders was also carried out to establish the challenges and approaches to these challenges. A practice- theoretical perspective offers some guiding principles to the evangelical leadership for effective church ministry and church growth.
Thesis (PhD (Pastoral Studies))--North-West University, Potchefstroom Campus, 2013
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2

Blasongame, Jesse. "Leadership in American Evangelical churches : an explanatory theory." Thesis, Aston University, 2012. http://publications.aston.ac.uk/18752/.

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This study is about leadership in American Evangelical Churches, which as a sub-set of American Christianity, are growing, while American Christianity as a whole is in decline. As a result evangelicalism is quickly becoming the dominate iteration of American Christianity. It is anecdotal that well led churches grow while poorly led churches do not, yet no one has identified what leadership, in the evangelical church context, is. Researchers have investigated a number of aspects of church leadership (much of it without identifying whether or not the churches under investigation were evangelical or not) but no one has put forth a unified theory linking these aspects together. The purpose of this research is to address that gap and develop a theory that explains how evangelicals view leadership in their local churches. In this study of three churches, dissimilar in size and governance, a purely qualitative approach to data collection and analysis was employed. The study involved 60 interviews that sought points-of-view from top and mid-level leadership along with congregant followers. The study borrowed heavily from Glaser and Strauss (1967) Grounded Theory approach to data analysis. The results developed a theory which provides a unified explanation of how leadership actually works in the three evangelical churches. Several implications for practice are discussed as to the theory's usefulness as a method of leadership education and evaluation. An original discovery was found that an individual's incumbency within the organization was identified as a social power. Limitations to this research are the limitations generally imputed to purely qualitative research in that questions are raised about the theory's applicability to evangelical churches beyond the three studied. The suggestions for further research involve addressing those limitations
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McIntosh, Kathryn L. "Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020762/.

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The research enquiry for this thesis, from an insider/outsider position, is a deeply held reflection of personal values, convictions and professional experiences stemming from the researcher's life's work in school leadership both in the United States and abroad. The intent of this study is to engage with the sacred discourse of evangelical Christian school leaders and the discourse of the sacred and secular scholarly literature. This is a qualitative study of a constructivist/interpretivist approach where sem1- structured interviews, with 12 senior school leaders, four in each of three Anglophone countries, inform the data. A more in-depth case study of one school is utilised as a comprehensive illustration of thematic elements revealed through multiple data sources. The preliminary literature for this research was based on the readings of various contemporary theories of leadership and literature around servant-leadership from which the initial research question was framed. As the data analysis advanced, a new framework emerged around attributes of leadership and community building through leadership, making it imperative to accommodate a new set of transformational/relational/ethical literature, taking the story on a completely different journey with a new research question and sub-questions; therefore, leaving behind the initial research question. Two descriptors of leadership became the primary framework for the thesis: the 'sacred' and the 'secular' discourses relating to school leadership. Standing in the doorway, as it were, the researcher took on a role of interpreting and translating one discourse to the other rather than acting solely as observer and interpreter of the data. The findings, the utilisation of two discourses, and the interpretive stance make a positive and original contribution to knowledge and are significant in two ways. First, the participants, speaking through the sacred discourse, express an extension to or linkage with the secular literature, revealing much more overlap between the two discourses than was expected. Second, the secular literature does not capture the sacred discourse; there is an appurtenance - an add-on - a more spiritual dimension, to consider.
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Flores, F. Humberto. "Foundations for the training of Bolivian Quechua evangelical leadership." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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5

Wooten, Kenneth W. "A leadership training course for the Evangelical Christian Church at Keymar, Maryland." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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6

Griffiths, Tudor Francis Lloyd. "Bishop A.R. Tucker of Uganda and the implementation of an evangelical tradition of mission." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/2331/.

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The thesis deals with A. R. Tucker and the implementation of an evangelical tradition of mission, as represented by the Church Missionary Society, in Uganda where he was Bishop 1890-1911. Any evangelical tradition claims to be Biblical, and so three probes are made into the New Testament perspective on mission. The Acts of the Apostles was a foundation text for nineteenth-century missionaries, and is considered along with a complementary discussion of mission in John’s Gospel and Paul’s letter to the Philippians. This discussion uncovers tensions relating to the relationship between older and younger churches, to finance, to the development of local leadership and responsibility, to the relationship with political authorities and wider issues of contextualisation that are echoed in both Venn and Tucker. Although Venn as Hon. Secretary of C.M.S. was largely responsible for shaping the Society’s tradition of mission in the mid nineteenth century, its implementation was often frustrated by unwilling missionaries. Whereas Venn was an administrator based in London, Tucker’s locus of activity was in East Africa before 1897 and specifically Uganda thereafter. Tucker’s theological position and spirituality bore a marked resemblance to that of Venn. He worked when the prevailing socio-political context was a Protectorate mentality, which militated against a radical implementation of the principles and concerns developed in Venn’s time. At the start of the twentieth century Uganda was held in high repute in missionary circles, but the thesis questions whether this can be wholly justified. Inasmuch as the reputation may be defended, Tucker’s was a limited responsibility for the success. In the areas of the development of indigenous ordained ministry, encouragement of evangelism and church-planting, defence of Africans whom he felt were being exploited, insistence on local financial resourcing of the church, ecumenical vision, and the desire to integrate the missionary presence within the African church, Tucker’s work was clearly in the evangelical tradition developed by Venn. But in each of those areas we identity tensions and ambivalence also. This returns us to the New Testament theme that Christian mission, although fundamentally the Missio Dei, is in fact entrusted to fallible people by the grace of God.
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Coryell, David Duane. "Toward an adolescent leadership development curriculum in the evangelical church." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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8

Anderson, Daryl K. "Developing a ReachGlobal leadership pipeline focusing on three levels of leadership." Deerfield, IL : Trinity Evangelical Divinity School, 2009. http://dx.doi.org/10.2986/tren.006-1625.

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9

Nsubuga, Yusuf Khalid Kibuuka. "Analysis of leadership styles and school performance of secondary schools in Uganda." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/978.

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The study sought to analyze the leadership styles of head teachers and school performance of secondary schools in Uganda. It was a mixed study that used both the qualitative and quantitative methods. It adopted a correlation survey research design that helped in establishing the relationship of leadership styles and school performance. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was school performance. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, interviews were also conducted with head teachers and teachers and focused group discussions were held with selected students and parents, to identify factors affecting school performance and the effectiveness and relationship between leadership styles and school performance. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that head teachers adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and school performance, and later analyzed four leadership styles in relation to school performance. v While noting the many challenges and demands made on the head teachers during the execution of their tasks, the study underscored the need for the development of management and leadership skills amongst head teachers. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly. The study established that effective school performance requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.
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10

Sparrman, Eric Paul. "Leadership and culture pastoral leadership in the development of church governance in new Evangelical Covenant churches /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Bishop, Christopher J. "Exploring Gender Roles and Gender Equality within the Evangelical Church." Thesis, Chapman University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814514.

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This research aims to facilitate better understanding of perceptions of gender roles and gender equality among members of the Evangelical Church and to determine whether these perceptions differ by gender. The evangelical community?s ideologies and values have come to shape social and political dialogues within the United States. A key component of the faith is understanding the role each member plays within his or her family unit and community at large. The evangelical faith?s organizational structure and ideologies are informed by a patriarchal model that?s placed women at internal and structural odds, based on research exploring evangelically informed organizations. However, there is a gap in literature related to gender roles and equality within the faith, and how these perceptions may differ by gender and the influence a church?s organizational structure may have on these perceptions. This process involved the examination of perceptions of gender among evangelical Christians in a nationally representative sample. These findings informed a series of questions designed to explore, at greater depth on a regional level, the views of evangelicals regarding gender roles and gender equality within their organizations. The study provided a multidimensional construct of how the evangelical community defines themselves, understands gender roles and gender equality, and how these definitions affirm and conflict with definitions outside of the church as well as their own church?s leadership and organizational structure.

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Heacock, Eugene. "Kingdom leadership the journey of a burned-out evangelical to a hopeful revivalist /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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13

Barfoot, Alison L. "Principles of empowerment from the Book of Nehemiah a leadership training program /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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14

Cellamare, Alan Jeffrey. "Leadership images the role of the evangelical seminary president in theological education /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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15

Caminata, James P. "Spiritual formation restoring evangelical Christianity's spiritual influence in Italy /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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16

Metze, Tony A. "Multi-frame leadership with South Carolina Evangelical Lutheran Church in America clergy a descriptive study /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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17

Seo, Sang Ho. "An effective leadership in raising evangelical leaders for Korean churches a case study of C. Daniel Kim's leadership /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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18

Bishop, Christopher. "Exploring Gender Roles and Gender Equality within the Evangelical Church." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/1.

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This research aims to facilitate better understanding of perceptions of gender roles and gender equality among members of the Evangelical Church and to determine whether these perceptions differ by gender. The evangelical community’s ideologies and values have come to shape social and political dialogues within the United States. A key component of the faith is understanding the role each member plays within his or her family unit and community at large. The evangelical faith’s organizational structure and ideologies are informed by a patriarchal model that’s placed women at internal and structural odds, based on research exploring evangelically informed organizations. However, there is a gap in literature related to gender roles and equality within the faith, and how these perceptions may differ by gender and the influence a church’s organizational structure may have on these perceptions. This process involved the examination of perceptions of gender among evangelical Christians in a nationally representative sample. These findings informed a series of questions designed to explore, at greater depth on a regional level, the views of evangelicals regarding gender roles and gender equality within their organizations. The study provided a multidimensional construct of how the evangelical community defines themselves, understands gender roles and gender equality, and how these definitions affirm and conflict with definitions outside of the church as well as their own church’s leadership and organizational structure.
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19

Genheimer, Ronald. "The selection and development of field leaders in the Africa Evangelical Fellowship." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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20

Ferguson, John W. Jr. "The Headmaster as Pastor| Examining the Pastoral Leadership of Evangelical Christian Heads of School." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807819.

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The purpose of the current study was to understand the ways that heads of evangelical Christian schools exercise pastoral leadership in order to enrich the culture and community of their schools, promote student outcomes, and enhance the Christian ethos of their institutions. The current study filled the gap in previous literature through a qualitative multiple case study method examining and describing the means and modes by which three heads of evangelical Christian schools led their school communities, as perceived by the heads, board members, senior leaders, faculty members, students, and parents within the school. What emerged from the research is that the heads provided pastoral leadership for their schools through: (a) proclaiming God’s word–communicating the mission, vision, and values of the school’s distinctively-Christian character to the community, living those values incarnationally, and connecting Scripture to the daily context of the school; (b) demonstrating genuine pastoral soul care and concern for staff, students, and parents, care that connected school family members with the school and allowed them to internalize and reflect school values themselves; and, (c) equipping senior leaders, faculty, students, and parents to serve the school community and each other, stewarding the resources of the school. The heads’ pastoral leadership created cultures of authentic Christian care and community, flourishing climates in which faculty felt free to collaborate, work as a team, and share craft knowledge. Students felt cared for and safe to take academic risks, ask questions, and try harder, all of which provided healthy media for learning. Keywords: pastoral leadership, head of school, evangelical Christian school, Christian educational leadership, pastoral care.

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Metz, Donald W. "Institution of a leadership program for the Sunday schools of the Evangelical Congregational Church." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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22

Rouse, Jerry L. "A design for the training and development of leadership in the Evangelical Free Church of Columbia, Missouri." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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23

Hilsinger, Russell J. "An ethnography of turnaround churches a case study of six Northwest evangelical churches /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p002-0829.

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Roth, Donald J. "Stepping into the future design and implementation of future ministry and leadership opportunities for Langley Evangelical Free Church /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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25

Anderson-Umana, Lisa. "An investigation into leadership emergence, growth, and culture among evangelical pastors of Tegucigalpa, Honduras." Thesis, Trinity International University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720942.

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This study investigated leadership emergence and growth from the perspective of a purposeful criterion sample of Evangelical pastors in Tegucigalpa, Honduras. Their description of their stories regarding how they emerged as leaders and how they grew as leaders was the primary source of data acquired through semi-structured interviews.

There is a need for greater clarify regarding the processes by which a person emerges and comes to embody the virtues and attributes needed for leadership. Leadership is culturally contingent, but there is a lack of specificity in understanding how the Latin American culture influences leadership emergence and growth.

Three research questions guided this study: (1) How do Evangelical pastors describe how they emerged as leaders?; (2) How do Evangelical pastors describe how they grew as leaders?; (3) What Latin American cultural elements can be observed in the Evangelical pastors' descriptions of how they emerged and grew as leaders?

The literature discussed caudillismo, a prototype of leadership in Latin America, which includes elements of high-power distance, machismo, and paternalism.

Using snowball sampling, twenty-five pastors were chosen and the interview data revealed twelve processes by which these pastors emerged as leaders. For instance, the accompaniment of others was key as was having firsthand experiences in ministry, which moved them to compassionate, on-going action. They emerged because someone saw something in them, named it and opened up spaces (opportunities) for "acts of leadership." Contrary to expectations, training played almost no role in emergence but did in leadership growth.

Seven processes were identified that promoted their growth, like being self-taught, sharing interdenominationally, and keeping an open mind. Six cultural dimensions were observed as having a direct influence (both positive and negative) on leadership emergence and growth: (1) High tolerance for uncertainty; (2) Diffuse culture; (3) Image of limited good; (4) Caudillismo; (5) Ascribed status; (6) Self-effacing (modesty).

This study meets the need for academic inquiry on leadership in Latin America, in Spanish, in the hope that it stimulates Latin Americans to analyze their own leadership, and informs expatriates who serve Latin Americans how to better participate with God in helping leaders emerge and grow.

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Unger, Harry. "Diversity of pastoral power exercised in Evangelical Free congregational governance." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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27

Boren, David McKay. "Headteacher Visibility, Teacher Characteristics, and Headteacher Trustworthiness: Perceptions of Secondary School Teachers in Mukono District, Uganda." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2464.

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Research indicates that students perform better academically in schools with higher levels of trust than in schools with lower levels of trust. School leaders are primarily responsible for building cultures of trust but are often at a loss as to how to do so effectively. With the assumption that as perceptions of school leader trustworthiness improve, teachers will be more likely to place their trust in that school leader, this research seeks to clarify how Ugandan headteachers improve teachers' perceptions of headteacher trustworthiness. In particular, we examined how specific types of headteacher visibility related to teachers' perceptions of headteacher relational and competence trustworthiness. This qualitative research used grounded theory methodology to interpret and analyze the interview responses of 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings from this research suggest that teachers' perceptions of headteacher relational trustworthiness were strongly related to both the level of risk and formality of headteacher visibility. Additional findings suggest that perceptions of both headteacher relational and competence trustworthiness were influenced by differences in teacher and headteacher personal characteristics. The final finding indicates that certain types of headteacher visibility moderated the influence that teacher characteristics have on perceptions of trustworthiness. These findings can inform school leaders about how to more effectively improve teachers' perceptions of school leader trustworthiness. The grounded theory model presented will provide opportunities for further theory building and testing with respect to the relationship between school leader visibility and teachers' perceptions of school leader trustworthiness.
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Wilson, John S. A. "The significance of 'crucible' experiences in the development of a selection of Northern Irish and other evangelical Christian leaders." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620752.

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Among terms used to describe the events and experiences that contribute to the shaping of leaders is Warren Bennis’ and Robert Thomas’ ‘crucibles’. Their use of the term emerged from a series of interviews with leaders who had come of age in two distinct eras: all the leaders interviewed referred to a transformative experience that had contributed to their leadership. The aim of this research was to explore the significance of such experiences in the development of Christian leaders. A sample of fourteen evangelical leaders was selected and each leader participated in an in-depth qualitative interview. Their experiences were classified using Robert Thomas’ three types of crucible: new territory, reversals and suspension. Analysis of the experiences demonstrated how crucible experiences had a part to play in shaping both the character and calling of a leader: at times crucibles functioned as intensified learning experiences in which a leader’s beliefs took on an existential intensity. The emerging themes of character and calling are significant in both Old and New Testaments and the project reflected theologically on these. While crucibles may be significant features in the development of a leader, they do not tell the whole story: a range of factors and influences, some of which work in a more gradual way, are also part of a leadership journey.
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Conn, David. "The development of a biblical theology of visionary leadership and its presentation to the pastors of the Evangelical Mennonite Church Conference." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Olson, Vernon Eugene. "The development of a competency-based leadership model for the educational ministry of a small evangelical church." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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31

Murray, George W. "Leadership transition in the context of merger a study of leadership change during the 1993-94 merger of Bible Christian Union into The Evangelical Alliance Mission /." Online full text .pdf document, available to Fuller patrons only, 1995. http://www.tren.com.

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32

Grebe, Eduard. "Civil society leadership in the struggle for AIDS treatment in South Africa and Uganda." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/5791.

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This thesis is an attempt to theorise and operationalise empirically the notion of ‘civil society leadership’ in Sub-Saharan Africa. ‘AIDS leadership,’ which is associated with the intergovernmental institutions charged with coordinating the global response to HIV/AIDS, is both under-theorised and highly context-specific. In this study I therefore opt for an inclusive framework that draws on a range of approaches, including the literature on ‘leadership’, institutions, social movements and the ‘network’ perspective on civil society mobilisation. This framework is employed in rich and detailed empirical descriptions (‘thick description’) of civil society mobilisation around AIDS, including contentious AIDS activism, in the key case studies of South Africa and Uganda. South Africa and Uganda are widely considered key examples of poor and good leadership (from national political leaders) respectively, while the Treatment Action Campaign (TAC) and The AIDS Support Organisation (TASO) are both seen as highly effective civil society movements. These descriptions emphasise ‘transnational networks of influence’ in which civil society leaders participated (and at times actively constructed) in order to mobilise both symbolic and material resources aimed at exerting influence at the transnational, national and local levels.
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Muzio, Rubens Ramiro. "A missional leadership model for Brazilian evangelical churches mobilizing pastors to become missionaries to the city /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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34

Durst, Duane P. "A manual for ministry involvement at Pleasant Valley Evangelical Church in Niles, Ohio." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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35

Grine, Lawrence R. "The process of implementing training network disciplemaking philosophy and practices at Riverview Evangelical Free Church." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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36

Mathye, Mokadi Max. "Becoming a missional church : the case of Evangelical Lutheran Church in Southern Africa (ELCSA)." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24453.

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The topic of my study is: Becoming a missional church- the case of Evangelical Lutheran Church in South Africa (ELCSA). The lack of missional astuteness and intelligence emanating from Christendom mind-sets and agendas is detrimental to the growth of the church and is creating missional chaos and paralysis; this is what I am struggling with in my study. The challenge I am grappling with is that the ELCSA as a church has been exposed to a variety and multiplicity of missional cultures and mission settings through a diversity of missionaries operating from different missional landscape and backgrounds. The various and differing missional histories has created inconsistencies in the theological foundations that underpin and add force to her missional outlook and maturity. As the church considers becoming a missional church, there is an imperative need to radically revisit her traditional ecclesiologies in order to develop a clearer understanding of her missional vocation. The missional direction of the church is in quandary, partly because of the leadership failure to manage the contradictory and inconsistent missional attempts and missional immaturity within the ELCSA. Leadership development and formation within the Lutheran training institutes in Southern Africa, which are crucial in church life seems inadequate from a curriculum perspective. Failure to understand and appreciate the current missional language will inadvertently confuse the church’s understanding of God’s mission in the world (missio Dei). The challenge facing the ELCSA will therefore be an imperative and absolute need to move from a church with mission to a missional church. The study seeks to further explore and investigate insights from the ELCSA’s mission history with a view of determining the missional health and checking whether the church has a comprehension and understanding of the concept and language of a missional church and missional leadership. In this study I will also attempt to answer two possible sub-problems of the study viz. How does the ELCSA create a missional leadership aptitude environment and how does the ELCSA implement the missional conversation(s) to the operating landscape of the church? This study will also contrast the attractional and incarnational mindsets I reflect in the conclusion the significance and importance of a missional church and highlight the characteristics or indicators of such a church by applying it to the ELCSA. Recommendations are indicated for consideration by the ELCSA and are not presented as an answer or solution to the challenge that the church is facing.
Dissertation (MA(Theol))--University of Pretoria, 2012.
Science of Religion and Missiology
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37

Ofgaa, Berhanu. "The paradigm of servant leadership and the implications for the Ethiopian Evangelical Church Mekane Yesus (EECMY)." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Beltz, Christine. "An examination of the equipping of small group leaders in selected evangelical churches in British Columbia." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Naluwemba, Frances. "The Role of Perceptions of Female Administrators Regarding the Gender Regimes in Urban Co-educational Secondary Schools in Uganda." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1368.

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Leaders and policy makers in Uganda developed a national strategy of placing female administrators in traditionally male-dominated coeducational secondary schools in the belief that their vision would promote equitable education by changing gender regimes that play in schools. Gender regimes are patterns of gender arrangements that could disadvantage the education of boys or girls (Connell, 2002). The purpose of this study was to discover if female administrators perceived and had developed strategies to change gender regimes in their schools. Participants were 13 female administrators of government-supported coeducational mixed/day secondary schools in Kampala and Wakiso urban districts. Participants ranged in age from 37 to 59 years and in school experience from 12 to 32 years. Nine participants held masters' degrees and 4 were currently enrolled in masters' programs. All participants were members of a female organization. The investigator used qualitative methodology to collect and analyze data and to report findings. With each participant, the investigator engaged in an open dialogue and used a semi-structured protocol to conduct an interview that was recorded and transcribed. The investigator examined archival records and collected artifacts from each school. Data were analyzed emically with NVivo software to facilitate the iterative process of identifying and refining themes. Themes had to reach a threshold of 50% to be considered significant. The findings revealed that female administrators perceived gender regimes related to family culture, school culture, sexuality, and power and authority. All female administrators had developed strategies to change the gender regimes that disadvantaged girls' education. These perceptions and strategies indicated that gender regimes were part of the vision of female administrators, but insufficient evidence was collected to determine the degree they were part of their strategic goals. These findings are significant because if these female administrators can change the gender regimes at play in their schools, they will make a significant contribution to providing equitable education to their students. While these findings cannot be generalized, this work may help other educators gain a better understanding of the influence of gender regimes in their schools.
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Narasimhan, Ajay Tejasvi. "Toward Understanding the Nature of Leadership in Alleviating State Fragility." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/27.

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Approximately sixty countries have been designated `Fragile States' by international development agencies. Home to two billion of the world's poorest people, these fragile states are characterized by violence, weak institutions and shattered economies. Not only do they pose a challenge to regional security, they often become the breeding grounds for terrorism. Donor agencies pour billions of dollars annually into these countries - through policy advice and conditional loans - to alleviate fragility and promote development. Development, however it is defined, involves economic, social and political transformation. Such a transformation is shaped by ideas, engages multiple interests, and proceeds within rules and norms set by political institutions. Since the structure of political institutions is influenced by human agency, leadership becomes important to study. Leadership is crucial particularly in fragile states, where institutions are weak or have been destroyed by conflict; however, a systematic effort to examine the role of leaders and coalitions in fragile states is lacking. This dissertation seeks to create a methodology to improve understanding of the role of different leadership strategies in bringing about transitions in and out of fragility. To make the scope manageable, the study focuses on: (i) leadership at the national level; and (ii) fragile states in Africa. It does so by examining: (i) evidence from country level panel data on leadership (regime) change and fragility; and (ii) in-depth analytical case studies of transitions in and out of fragility in four countries: Zimbabwe, Uganda, Rwanda, and South Africa. The analysis looks at the relationship between the change agent's leadership strategy (the independent variable: political participation and inclusion, economic growth and inclusion, and security and justice) and fragility outcomes (dependent variable: conflict and security indicators, economic indicators, and the approach to political inclusion). The results of the regression analysis exhibit a robust association between leadership change and fragility. Furthermore, the country cases show how different types of leadership strategies lead to varying trajectories of fragile states' post-transition. The case studies reveal different approaches to sequencing of political inclusion and the role of leadership exit in transitions from fragility.
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Botha, Maryke. "African leadership and the role of the presidency in African conflicts : a case study of Uganda's president Yoweri Museveni." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20401.

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Thesis (MA)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: As a wave of political uprisings swept across North Africa since January 2011, ridding the region of longstanding autocratic leaders, presidents in Sub-Saharan Africa were still imprisoning opposition leaders, deploying military and police to clamp down on protest, and promising their citizens change - all this in a bid to avoid being ousted by their own people. Leadership has long been the main constraint on political and economic progress in Africa. This study analyses African leadership and especially the role of the presidency as a cause of conflict and instability in Africa. The modern-day African president might no longer be the absolute autocrat from yesteryear, but he still rules with awesome power and vast state resources at his disposal. African leaders have assumed an imperial character; many regard themselves as largely above the law; accountable to no one and entitled to remain in power or to pass the sceptre to their offspring. Due to this rather imperial character, conflict has been inevitable in Africa. As a theoretical basis the study proposes a framework for analysing leaders’ behavioural patterns that contribute to conflict and instability domestically as well as regionally. Six relevant behavioural patterns are identified: political deprivation, patronage and clientelism, personalisation of power, use of the military, staying to office, underdevelopment and conflict. Additionally, and as a case study, this framework is applied to Uganda’s president Yoweri Museveni. Each of the six behavioural patterns are analysed and evaluated in relation to Museveni’s rule of the past 25 years. Applying the framework demonstrates how Museveni contributed to conflict across the region in Somalia, Sudan, Kenya and the Democratic Republic of the Congo (DRC). Museveni is found to be a power point man in the region and his imperial nature is likely to contribute to future instability and conflict in Uganda and the Great Lakes region. The study also addresses the genesis of the imperial African leader and investigates why, despite waves of democratisation and the expulsion of a few autocratic rulers in Africa in the late 1990s, the imperial character still persist today. Constitutional limitations are found to be one of the major reasons why absolute powers end up being vested in the hands of the president. Lack of proper separation of powers, and a culture conducive to suppressing the legislature and parliamentary role, provides additional reasons for this phenomenon. Furthermore, both internationally and locally, the leadership deficit in Africa is drawing continuing attention and even funding. However, in order for Africa to make progress in eradicating poor and unaccountable leadership, local initiatives should be further encouraged. The African Union Peer Review Mechanism and the African Charter on Elections, Democracy and Governance are discussed as two African initiatives; also the Mo Ibrahim Index and Prize are evaluated. Although all three these initiatives are admirable in theory, they have failed to deliver because real commitment to action is lacking in most African countries. A speedy and conclusive solution to the problem seems unlikely because of the complex nature of humans and their environment. Thus, the aim of this study is to make a contribution to the scholarly body of work regarding the causes of African conflict, focusing on the African presidency as one cause of such conflict in Africa.
AFRIKAANSE OPSOMMING: Vanaf Januarie 2011 het ’n vlaag politieke opstande Noord-Afrika getref waartydens weggedoen is met langdurige outokratiese leiers. In Afrika Suid van die Sahara het heersers egter steeds opposisieleiers opgesluit en militêre- en polisiemagte ontplooi om opstande die hoof te bied, terwyl vae beloftes aan die bevolking gemaak word oor moontlike veranderinge. Swak Afrika-leierskap word dikwels beskou as ‘n belangrike faktor wat politieke en ekonomiese vooruitgang op die vasteland strem. Hierdie studie analiseer leierskap in Afrika, veral die rol wat die president speel in die skepping van konflik en onstabiliteit. Die hedendaagse Afrika-leier mag dalk nie meer voorkom as die absolutistiese outokraat van die verlede nie, maar hy regeer steeds met oorweldigende mag en ekstensiewe staatshulpbronne tot sy beskikking. Dit is duidelik dat die Afrika-leier dikwels ‘n imperiale karakter aanneem en homself verhewe ag bo die wet. In welke geval hy dus geen verantwoording hoef te doen aan enige ander party nie. Die hoofdoelwit blyk dikwels te wees om beheer te behou. Die gevolgtrekking wat gemaak kan word, is dat die imperiale karakter van die Afrika-president tot konflik kan lei. Die teoretiese basis van hierdie studie bied ’n raamwerk om die leiers van Afrika se gedragspatrone te bestudeer wat aanleiding kon gee tot onstabilitiet asook interne-en streekskonflik. Ses gedragspatrone is geïdentifiseer om hierdie proefskrif te illustreer: politieke vervreemding; beskermheerskap en kliëntilisme; personalisering van mag; gebruik van militêre mag om aan bewind te bly; gebrek aan ontwikkeling en konflik. In besonder word hierdie raamwerk toegepas op die president van Uganda, Yoweri Museveni, as ‘n gevallestudie. Hierdeur word aangedui hoe Museveni bygedra het tot konflik, nie net in Uganda nie, maar inderwaarheid ook in Somalië, Sudan, Kenia en die Demokratiese Republiek van die Kongo (DRK) tydens sy bewind van die afgelope 25 jaar. Museveni word allerweë beskou as die “sterkman” in die streek en sy imperiale karakter sal heel waarskynlik ook in die toekoms bydra tot onstabiliteit en konflik in Uganda en die Groot- Merestreek. Hierdie studie spreek ook die oorsprong van die imperiale Afrika-leier aan en ondersoek waarom, ten spyte van die sterk strewe na demokrasie en die omverwerping van outokratiese leiers in Afrika in die laat 1990s, die imperiale karakter van sodanige leiers steeds kan voortbestaan. Konstitusionele beperkings word beskou as een van die hoofredes waarom totale mag in die hande van ‘n president beland. Gebrek aan behoorlike verdeling van mag en ‘n kultuur bevorderlik vir die onderdrukking van die wetgewende en parlementêre funksies, is bydraende redes vir hierdie verskynsel. Verder ontlok die tekortkominge van Afrikaleierskap plaaslik en internasionaal heelwat aandag en selfs befondsing. Die ideaal sou egter wees dat Afrika aangemoedig moet word om tot ‘n groter hoogte plaaslike inisiatiewe te gebruik om swak en onbevoegde leierskap te verwerp. Die African Union Peer Review Mechanism en die African Charter on Elections, Democracy and Governance word gesien as twee nuttige Afrikainisiatiewe. Ook die Mo Ibrahim Index and Prize word geëvalueer. Alhoewel al drie inisiatiewe in teorie goed blyk te wees, het dit misluk as gevolg daarvan dat ‘n verbintenis tot aksie ontbreek in die meeste Afrika lande. Waarskynlik is geen spoedige of permanente oplossing vir die konflik moontlik nie – grotendeels weens die kompleksiteit van mense en hulle omgewing. Dus is die doel van hierdie studie om ‘n bydrae te maak tot akademiese navorsing betreffende die oorsake van konflik in Afrika en dan spesifiek hoe die institusionele aard van leierskap in Afrika fungeer as ‘n bydraende oorsaak.
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42

Tait, Philip. "Characteristics of church leadership that mobilizes lay people a case study of ECWA churches in Nigeria /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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43

Storbeck, Anamae Smith. "The pastor's role in discerning God's mission : a case study of Trinity Evangelical Lutheran church, in Blanco, Texas /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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44

Shero, Phillip A. "Embedded Leadership| The Role of Gisu Clan Elders in Uganda in Supporting and Limiting Executive Authority." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632014.

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Research has identified a problem of executive authorities in Africa that operate largely free of accountability and/or balance of power, often resulting in oppression, tyranny, or other abuses of power. In response to calls for greater understanding of indigenous African leadership (Littrell, 2011), this dissertation used problem-focused ethnographic methods to investigate characteristics of Gisu/Masaaba clan elder leadership in East Africa, specifically as elders interact with executive authority. Elders are a tribal form of leadership wherein leaders are embedded in the community but lack political power. The research question asked: What are the modalities indigenous to Gisu culture, specifically from elder councils, that facilitate accountability and balance of power in African governance, and how could biblical descriptions of elders be useful in the Gisu's self-perception and construction of elder-based leadership? The study (N = 49) employed participant observation as well as directed observation and interview-based participant listening with elders, youth, and government leaders to produce rich qualitative data. After coding emergent themes and categories, thick descriptions of Gisu clan elder leadership formed a foundation for analysis. Emergent themes were first analyzed using indigenous typologies and then using analyst-constructed typologies before being interpreted to present an indigenous portrayal of traditional Gisu elders' characteristics, concerns, actions, and modalities. Research data provided support for elders' facilitating accountability through speaking directly to the leader, escalating complaints to higher authorities, and taking the case to the public; the data also offered support, to a lesser degree, for elders facilitating balance of power related to executive authority through formation of supraclan bodies such as the Inzu ya Masaaba and Elders Forum as well as through persistently utilizing the modality of elders' voice to call for reform. Drawing from the research data, the author offered suggestions for how biblical descriptions of elders could be useful in the Gisu's self-perception and construction of elder-based leadership, specifically addressing two threats to elder self-perception and construction of elder-based leadership by way of reclaiming important traditional aspects of eldership.

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45

Abernathy, W. G. "Training Network 2000 training for developing Christ Community Evangelical Free Church of Lawrence, Kansas, as a disciple-making church /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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46

Tarantino, Owen L. "Motivating staff to mission an analysis of church staff team leadership /." Theological Research Exchange Network (TREN), 2009.

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47

Balt, Marcelle. "Youth leadership development programs in Africa : assessing two case studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50233.

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Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.
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48

Kagume, Alex Mugisha. "Church and society in Ankole, Uganda : an analysis of the impact of Evangelical Anglican Christianity on ethnic and gender relations in Ankole, 1901-1961." Thesis, University of Bristol, 1993. http://hdl.handle.net/1983/1b29fb01-dc16-4eee-a344-84076f15024a.

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49

Powell, Bernie. "Developing a comprehensive system for making disciples at the Free Evangelical Fellowship of Easton, Massachusetts." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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50

Mugume, Taabo. "Student politics and multiparty politics in Uganda : a case study of Makerere University." University of the Western Cape, 2015. http://hdl.handle.net/11394/4726.

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Magister Administrationis - MAdmin
The study of student politics in Africa has evolved in the last decade from a focus on non-institutionalised student activism and student movements to institutionalised student political participation in institutions of higher education. Thus it followed a development route in which student leadership had to find new ways in which to organise their movements in institutional, national and continental political organisations to influence policy and remain relevant in students’ lives. Since this study focuses on one particular dimension of this change, the study seeks to understand the relationship between student leaders in Makerere University, Kampala, and political parties in Uganda. The specific focus of the study is on highlighting the reasons for establishing and maintaining the relationship; the arrangements necessary for the relationship to exist, and how the relationship impacts on the ability of student leaders to represent students’ interests. Following an analysis of the relevant literature in line with the topic, it was decided that a mixed methods approach would be suitable for the study. Hence in-depth interviews were conducted with student leaders and leaders of national political parties and an online survey targeting all undergraduate students at Makerere University was done (as part of a larger study). Theoretically, the study adopted a framework originally proposed by Schmitter and Streeck (1999), and adapted it to study the relationship between student leaders and political parties, drawing also on the insights of studies that had previously used adaptations of the same framework to study student leadership in other contexts. The study found a continuing historical relationship between student leaders of Makerere University and political parties in Uganda. It found that a significant number of students are members of a political party, whereby student leaders are most likely not only to be ordinary party members, but party leaders. Political parties use the student guild elections to recruit new members. As part of being members of a political party, student leaders tend to be more influential in weak political parties, in contrast to a ruling party which is more influential in student politics given its ability to provide access to government resources. Moreover, the relationship is such that student leaders from Makerere University are most likely to end up in powerful political positions in the country (e.g. Byaruhanga, 2006; Mugume and Katusiimeh, 2014); this situation corresponds to the reasons that student leaders give for establishing relationships with political parties in the first place, as most student leaders have future political ambitions. The most influential organisations in student politics appear to be political parties, followed by cultural groups on campus. The study also highlights weaknesses in formal institutional governance structures given that student leaders believe their problems are better addressed in personal networks with members of university management staff than through the committee system. The relationship between student leaders and political parties generally leads to positive developments such as student leadership training in democratic politics; consequently they are even able to satisfy their personal interests in the process. It is further argued that students who are not in leadership positions mostly gain indirectly from the benefits that student leaders may derive from their relationship with political parties. For example, student leaders may govern their organisation better. However the evidence also strongly shows that such indirect gains are highly compromised in cases where student leaders have future political ambitions, as they may sacrifice the students’ interests in order to maintain their good reputation in the party. Since most student leaders aspire to be politicians in future, the study concludes by acknowledging that the relationship between student leaders and political parties has some positive consequences to students not involved in leadership, but they are outweighed by negative consequences. Hence it is argued in the conclusion that, taking into account the scope of this study, the relationship is largely a distraction to the student leaders rather than assisting them in enhancing their ability to represent students’ concerns.
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