Thesis (Ph. D.)--Columbia University, 1917. / Bibliography: p. 209-229.

decisionmaking in a free-associative, or non-imperative, organisation, focusing on the Anglican Diocese of Canberra and Goulburn as a case study. Because people choose to participate in the Anglican Church as a religious community, it is postulated that they may perceive its decision-making as being characterised by consensus. Through an analysis of the organisational elements and the participants involved in the decision-making process, their inter-relationships are examined. By survey the biographical nature of synod participants is specified and elites identified. Finally, by case-decision analysis the process of decision-making is explored, and the presence and use of consensus examined. The study draws upon those members attending the 1988 session of the Diocesan Synod of the Diocese of Canberra and Goulburn as the population to be surveyed. Members of synod are also members of the various decision-making groups in the diocese. Two recently implemented decisions are used as case studies in order to examine the process of decision-making in the diocese. Results of the Synod survey are detailed at Chapter 4, and the analysis of the case decisions is at Chapter 5. The study found that there was an indication of an elite in the decision-making structure and that a strong administrative agenda was promoted by that group. The study concludes by suggesting that there are similarities in function between public, commercial and free-associative bodies of comparative size in regard to elites, professionalism and the lack of consensus in the decision-making process. The study also concludes that the nature of elites may be similar to that portrayed by the community studies school where the organisation is sufficiently like a community in the nature of its interpersonal relationships. The researcher suggests that the study provided illumination about church management procedures and a framework applicable to the study of other organisations.

This study reports research employing a three-phase methodology to investigate the nature and communication of the school culture of the Anglican Church Grammar School Brisbane. A preliminary survey with open-ended questions was used to obtain general opinion on the nature of the school's culture, how it is communicated and the role of the school's organisation structure in communicating the school's culture. From the results of this preliminary survey, a set of ratings was developed and given to randomly selected samples of ex-students, parents, staff and senior students. A descriptive statistical analysis of this main survey was used in providing answers to the research questions concerning the nature of the school's culture, the influence of the school's organisational structure on it, and how the culture is communicated within the school and to the general public. Data from the main survey were used to develop a set of scales, the Communication of School Culture Instrument, which was used to give comparisons of the perceptions of school culture by the four population sub-groups (viz. ex-students, parents, staff & students) of the school. Statistical findings from the surveys and the CSCI were complemented by a series of in-depth interviews of representatives of the school population sub-groups. Analysis of data suggested that, whilst the school's sub-groups generally shared perceptions about the nature of the school's culture, there were significant differences of opinion about how this culture was communicated and influenced by the school's organisational structure. There was also a significant difference of perspective between the adult males and females of the total school population. An analysis of perspective of ex-students from different time periods of attending the school from the 1920s to present, did not show any significant differences in perspective, suggesting a constancy of the school's culture over time. Several other areas of investigation which would be worthy of further attention are the role of mothers and female members of staff in a boys' school, and the impact of boarding students as a sub-culture would be worthy of further study in this school.

This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals’ faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism’s broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the ‘Via Media’, the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals’ perceptions of their role and capability as school leaders of faith formation within the Anglican Church’s mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church’s agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools’ mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership. Catholic and Lutheran schools’ faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals‟ perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants’ context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.

Thesis (Ph.D.)--University of Western Australia, 2006.

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This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership. Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership. The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.

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Bibliography: pages 407-418. / This thesis sets out to make a comprehensive study of the debate on the ordination of women to the priesthood in the Anglican Communion. This required, first and foremost, an historical examination of the development of the debate. Chapters 1-3 trace the movement of thought and attitude within the churches which make up the Communion, focusing particularly on the Church of the Province of Southern Africa, the Church of England, and the Episcopal Church of North America. A gradual shift in attitudes is revealed, away from grossly sexist understandings of women's roles in the church, and towards an acceptance that women have both the gifts and the calling for priesthood and indeed, for any role in the church. The next step after tracing the movement of attitudes in the past, was to examine the attitudes of the present. Chapter 4 contains the results of empirical research, undertaken in South Africa, on present-day attitudes and arguments in the debate. These, as might be expected, reveal a wide spectrum of opinion, from ultra-conservative stereotypes of women's role to an open acceptance of women occupying any role for which they have the gifts and abilities. Each response, of course, produced theological and scriptural evidence in its own support. Chapters 5 and 6, therefore, provide a biblical and theological evaluation of the evidence and arguments upon which these responses were based, both for and against the ordination of women to the priesthood. The biblical and theological evaluation revealed the crux of the thesis - namely, that the debate on the ordination of women to the priesthood is an integral part of the phenomenon of ecclesial and social sexism. The arguments of the opponents of women's ordination are invariably based on sexist modes of thought. At the same time, however, the arguments of the proponents of women's ordination are, to a large extent, influenced and. shaped by those same sexist modes of thought which they are attempting to address. For this reason the arguments in favour of women's ordination are unable to create a new theology in which the full humanity of Christian women as created in the image of God is a non-negotiable assumption; a theology in which therefore the priesthood, and women's participation in it takes on a new form closer to the revelation of the servant priesthood of Christ. Chapter 7 thus moves beyond the debate on women's ordination to an analysis of the structures and principles of sexism, and especially the manifestations of the sexism in past and present church history. It is only by the complete abolition of sexism in the churches that the true priesthood of both women and men can be achieved. In Chapter 8 the first tentative steps towards this goal are explored. It is obvious that the abolition of sexism in the churches must primarily take place through the self-liberation of Christian women and men from sexist patterns of thought and behaviour. Groups such as the Movement for the Ordination of Women in Britain can contribute much towards this end by their outreach to their members who in turn can communicate with fellow parishioners. In this way various groups may be started in the parishes, and house churches may be influenced in their teaching and thinking.