Thesis (D.R.E.)--Temple Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaves 128-137).

Thesis (D.R.E.)--Temple Baptist Seminary, 1990. / Includes bibliographical references (leaves 203-205).

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 130-132, 171-177).

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 130-132, 171-177).

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 82-94).

The purpose of this research was to analyze the relationship between the leadership style and teaching orientation of a random sample of pastors of solo-pastor churches in the SBC. The leadership styles that were analyzed were autocratic leadership and democratic leadership, as identified by Lewin (Lewin et al. 1939; Bass and Stogdill 1990). The teaching orientations that were analyzed were pedagogical orientation and andragogical orientation, as identified by Knowles (Knowles 1984; Knowles et al. 2005). This study was designed to clarify and build upon the findings of previous researchers who have examined the relationship between leadership and teaching (Ang 1984; Mattia 1991). This research was descriptive in nature. It used a one-phase, quantitative, correlational study model (Gall et al. 2005; Leedy and Ormrod 2005). Consistent with this type of research design, the aim was to collect data pertaining to both pastors' and congregational members' perceptions of pastoral leadership style and teaching orientation, in order to better understand the extent of the relationship between the dimensions of leadership and teaching. Specifically, through this study, the researcher sought to determine whether leadership style and teaching orientation were dependent variables, independent variables, or just related characteristics of individuals who practice both leadership and teaching. While this research study did find that a perceived change in one dimension (either leadership style or teaching orientation) did correlate to some measurable perceived change in the other dimension, the researcher concluded that leadership and teaching were largely complementary pastoral competencies, and not strictly corollary; meaning, the relationship between leadership and teaching was best expressed in quadrants, and not on a strict continuum. This research did not assess adequately whether or not a solo-pastor could either be a leader without being a teacher, or be a teacher without being a leader. The findings of this study offer limited support for two theoretical models: Situational Leadership Theory (Hersey and Blanchard 1995; Hersey et al. 2001) and Staged Self-Directed Learning (Grow 1991). Additionally, based on the findings in this study, the researcher proposes a theoretic model of Cross-Perceptual Teaching. KEYWORDS: ADLS, Andragogical, Autocratic, Congruency, Democratic, EDQ, EOQ, Knowles, Leadership Style, Lewin, Mattia, Molero, PADLS, PLTOQ, Pedagogical, RBLS&TOQ, Situational Leadership, Teaching Orientation.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 121-125).

The purpose of this study was to determine what specific teacher characteristics, curricula, and course topics are deemed essential by Christian day school administrators for the Taylor University preparation program for Christian day school teachers.The population of the study consisted of elementary and secondary Christian day school administrators from the National Christian School Education Association, National Association of Christian Schools, Mid-Atlantic Christian Schools Association, and the Western Association of Christian Schools. A ninety item questionnaire was mailed to 160 Christian day school administrators, and eighty-one percent or 131 administrators chose to participate in the study. The questionnaire had four parts. Part I of the instrument included general information about the study and asked respondents to answer five demographic questions. Part II contained thirty items which allowed respondents to cite their preferences for specific personal and professional teaching characteristics. Part III listed the course title and the Taylor University catalog description of twenty-three Bible and philosophy courses offered at Taylor. Administrators were asked to rank the importance of each course for candidates preparing to teach in Christian day schools. Part IV asked each respondent School to rank the importance of thirty-two topics which could be included in a course called "Teaching in a Christian. Analysis of the findings from thirty tables discloses that Christian day school administrators stated that asking a candidate to relate a testimony of his personal salvation loomed as significant. Other personal characteristics which ranked high were: seeking candidates who felt "led" or "called" to teach in a Christian school; asking candidates for a philosophy of Christian education; requiring teachers to sign a statement of faith pledge; hiring persons who possess soul-winning skills; and seeking individuals who possess strong patriotic sentiments. The professional characteristic preferences showed that administrators have firm beliefs that teachers and parents be viewed as partners in the teaching and learning process. They seek evidence that candidates practice strong classroom discipline. Methodology items revealed that administrators hold to beliefs related to a "back to basics" approach. Rote, drill, memorization, and assigned written work composed many of the suggested techniques. Preferential selection of candidates from Bible colleges over those from other institutions appears not to be important among the administrators returning questionnaires. The study revealed that Bible courses were strongly .favored over philosophy courses. A list of the courses in priority order is shown in the study. Administrators cited that a candidate who had twelve to fifteen semester hours in Bible is more likely to be considered for a job than a candidate who had no Bible. Data revealed common beliefs among administrators pertaining to what topics should be selected for the course "Teaching in a Christian School." The selection supported information cited in the literature and research chapter where administrators related the importance of one's personal commitment to Christian day school teaching and his being "called" or "led" by God to the ministry of teaching.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 95-108).

Thesis (Habil.)--Göttingen, 2008. / Includes bibliographical references (p. 408-471).