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.

This dissertation examines the way the life and ministry of Robert Hall, Jr. (1764-1831) functioned as both a theological exemplar and a cultural celebrity. Chapter 1 sets forth the thesis and defines its terminology and introduces the research methodology and the limitations of the project. Chapter 2 reintroduces the life of Robert Hall to a generation that has forgotten him. Details of Hall's education, pastoral ministry, mental breakdown, and death are provided here. Chapter 3 discusses the preaching methodology Hall inherited from preceding generations of Baptists and how Hall changed that methodology over the course of his life. Chapter 4 first addresses Hall's theological journey before observing how Hall employed different doctrines in his preaching. The chapter concludes with a concise examination of Hall as a preacher and the way he also served as a theological exemplar. Chapter 5 investigates Hall as a cultural celebrity, in many ways the first of such among the Baptists. The root of Hall's celebrification as a conversationalist, a rhetorician, and a preacher are all examined. Chapter 6 examines four of Hall's most famous sermons. It was these sermons that made Hall famous across the English nation and established him as a celebrity.

Thesis (D.Ed.Min.)--Southwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 126-134).

Thesis (D.Min.)--Southwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 133-138).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2007. / Abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 190-196, 74-78).

Project (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2008. / Abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 134-140).

Proefschrift--Utrecht--Universiteit, 2001. / Bibliogr. p. 341-364.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2001. / Includes bibliographical references (leaves 171-212).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2001. / Includes bibliographical references (leaves 172-188).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2001. / Includes abstract. Includes bibliographical references (leaves 87-102).