A theological assessment of clergy leadership capabilities in the Ethiopian Episcopal Church in South Africa

That theological training, only, may not be in itself adequate to prepare priests for their leadership roles, is a subject which many in the church circles, prefer to avoid. Using Mumford’s Leadership Capabilities and Osmer’s Practical Theology theories, this study sought to assess the clergy’s leadership capabilities in the Ethiopian Episcopal Church in South Africa, and to suggest solutions that could be implemented to mitigate the leadership competency gaps, should such be identified. The authors opted for a mixed-methods approach to the study, intending to first expose the respondents to information about what capabilities leaders needed to possess, to be effective. Following self-assessment, they were requested to suggest what might be done to improve their leadership capabilities and their capacity to lead the church. The most compelling findings were that the clergy largely confirmed the inadequacy of clerical training as well as their incapacity and supported the idea of additional capacitation to augment their theological training. This includes a crossdisciplinary approach to clergy development, interdenominational collaboration, formalisation of clergy development programmes and open discussions on the church’s doctrine, vision and values. The study also found sizeable support for the regulation of admission to the priesthood and the setting of minimum entry qualifications for such admission to be effected.

Clergy Education and the Development of Emotional Intelligence: An Analysis of United Methodist Clergy in Kentucky

Research on the emotional intelligence of United Methodist clergy in the Kentucky Annual Conference is being conducted utilizing the Emotional Quotient 2.0 (EQ-i 2.0) assessment. Over 20% of active clergy have been assessed thus far and several trends are becoming evident. Specifically, of interest are those clergy persons who have engaged in graduate-level theological education and those who have not. This research seeks to add to the scholarly dialogue on understanding the impact of theological education in the formation of clergy leadership.

Gender and Race in Ministry Leadership: Experiences of Black Clergywomen

Despite the increase of seminary training, Black clergywomen continuously undergo subjugation, degradation, and humiliation in ministry leadership due to gender and race bias by clergymen. This article reports the findings of a qualitative study that examined the experiences of Black clergywomen regarding obstacles in ministry leadership and how these clergywomen ascribed meaning to their experiences. The two primary research questions were, “What are the experiences of Black clergywomen regarding obstacles in ministry leadership?” and “How do Black clergywomen attribute meaning to their experiences regarding obstacles in ministry leadership?” The results of the study indicated that bias of gender exists among clergymen; however, the Black clergywomen learned to embrace the experiences and learned from them. The conclusion of this article includes a discussion regarding the practical implications of the education of clergymen and clergywomen, and the re-evaluation of the perception of Black clergywomen and their experiences. The purpose of this qualitative study was to explore the experiences of Black clergywomen pertaining to challenges in clergy leadership and to explore how Black clergywomen attributed meaning to their experiences regarding challenges in ministry leadership.

Gender and Race in Ministry Leadership: Experiences of Black Clergywomen

Despite the increase of seminary training, Black clergywomen continuously undergo subjugation, degradation, and humiliation in ministry leadership due to gender and race bias (Leslie, 2013) by clergymen. This article reports the findings of a qualitative study that examined the experiences of Black clergywomen regarding obstacles in ministry leadership and how these clergywomen ascribed meaning to their experiences. The two primary research questions were, “What are the experiences of Black clergywomen regarding obstacles in ministry leadership?” and “How do Black clergywomen attribute meaning to their experiences regarding obstacles in ministry leadership?” The results of the study indicated that bias of gender and inequality exists among clergymen; however, the Black clergywomen learned to embrace the experiences and learned from them. The conclusion of this article includes a discussion regarding practical implications of the education of clergy; and the re-evaluation of the perception of Black clergywomen and their experiences. The purpose of this qualitative study was to explore the experiences of Black clergywomen pertaining to challenges in clergy leadership and to explore how Black clergywomen attributed meaning to their experiences regarding challenges in ministry leadership.