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University Microfilms International 300 North Zeeb Road Ann Arbor. Michigan 4B106 USA St. John's Road, Tyler's Green High Wycombe. Ducks, England HPJO 8HR 7 *0 0 75 9 WAL8WORTH, LOWELL FRANK A STUDY OF THE LEVEL OF P A R T IC IP A T IO N OF MI NIS TER S I N CONTINUING EOUCATION IN THE WEST MICHIGAN ANNUAL CONFERENCE OF THE UNITED METHODIST CHURCH AND I T S RELATIONSHIP WITH THEIR PERCEIVED MANAGEMENT OF ROLE C ONF LI CT, MICHIGAN STATE U N I V E R S I T Y , P H .D ., University Microfilms W c rn a rto rw l * / m b huad © . a m n am b o x , m i « ph« . 1978 LOWELL FRANK WALSWORTH ALL RIGHTS RESERVED 1970 A STUDY O F THE LEVEL O F PA R TIC IPA TIO N O F MINISTERS I N C O N T IN U IN G ED U C A TIO N IN THE WEST M IC H IG A N A N N U A L CO N FER ENC E O F THE U N ITE D M ETH O D IST CHURCH A N D ITS RELATIONSHIP W ITH THEIR PERCEIVED M A N A G E M E N T O F ROLE C O N FLIC T By Lowell F. Walsworth A DISSERTATION Submitted to M ichigan State University in partial fulfillm ent of the requirements for the degree of D O C TO R O F PH ILO SO PH Y Deportment of Higher Education and Adm inistration C ollege of Education 1978 ABSTRACT A STUDY O F THE LEVEL O F PARTICIPATIO N O F MINISTERS IN C O N T IN U IN G EDUCATIO N I N THE WEST M IC H IG A N A N N U A L CONFERENCE O F THE U N ITE D METHODIST CHURCH A N D ITS RELATIONSHIP W ITH THEIR PERCEIVED M A N A G E M E N T OF ROLE C O N F L IC T By Lowell F. W aliw orth 1. Problem M in isterial role conflict seems to have a destructive effect on the profes­ sional and personal lives of clerfjypersonr. It has been reported by numerous authors that role conflict is one of the reasons for men and women leaving the Christian minis­ try . This study attempts to discover whot a ffect Continuing Education has had on a randomly selected sample of United Methodist ministers serving pastoral charges (churches) in the West M ichigan Annual Conference. 2. Design A series of ten research questions were formulated and a sample of 67 was randomly selected. Two data collection instruments, a questionnaire and a per­ sonal in terview , were administered. ! i The data were organized and the questionnaire results were anolyzed by i computer. The principal measups chosen were frequency distributions, tests of cor­ relations, and crosstabulations to Indicate dependency or independency among the variables. 3. Conclusions It appears that a minister's a b ility to function in his profession is a ffected by factors, among w hich in clude his perceived sources of role concept and his agreement with them. There appears to be a lack of congruency among the ministers of the sample as to what Continuing Education re ally means. The research definition contained four specific aspects of Continuing Education: as a learning experience os meeting personal a n d /o r professional needs as having specific goals as follo w in g an Intentional program O n ly 2 8 .4 % of the sample included a ll of these points in their personal de fin itio n . The data obtained and analyzed in this p ro ject does not indicate clearly that Continuing Education is helpful to the minister's management of role conflicts in his personal or professional lives. It did affirm that ministers tend to perceive Continuing Education os helpful in their role conflict management, particularly w ith th e ir Pastor-Parish Relations Committee and w ith th e ir wives and children. The extent to which a m inister tends to participate in C ontinuing Education seems to be dependent upon his current feelings about and agreem ent w ith ministers w ith whom he had contact as a youth . There was also a strong correlation w ith his level of p^-ricipation in Continuing Education and the in flu e n c e his w ife and children have on his current role concept. 4. Suggestion* for Further Research Research into the affect of Continuing Education on the personal ond/or professional lives of ministers. Research into the a ffe c t of parents on future professional role concepts of their children. Research into the sources of role conflict and its affects on the ministers' personal a n d /o r professional lives. Research in to the a ffect of the relationship between the minister's spouse and fam ily and his district superintendent and bishop in relation to his professional life . A C K N O W LE D G M E N T A study of this mognitude is never o solo venture. Thank you to oil those persons who have assisted this research and the development of this paper. A very special thanks to my edito r, friend, and w ife Jan. Without her love and suggestions, work and faith, this study would not have been completed. To Dion D ev lin who did more than type, my thanks for a job w ell done. To my guidance committee, Dr. Gordon Thomas, D r. Floyd Parker, D r. James Snoddy, please accept the graditude that ts fe lt. To my friend, advisor and mentor, D r. W alter Scott, please accept o profound thank you. To my son Eric and daughter Saroh, now comes the hope that their father might give them the time they have given up for this enterprise. TABLE O F C O N T E N T S Page In t r o d u c t io n ...................................................................................................................... 1 C h a p t e r ............................................................................................................................... 2 I. THE P R O B L E M ...................................................................................... 2 A. Background of the S tu d y ....................................................... 2 B. Purpose of the S t u d y ............................................................ 4 t II. C. D efin itio n of T e r m s ............................................................ 6 D. Research Questions I n t r o d u c e d ...................................... 12 E. Statement of Possible Relationship Between Continuing Education and the Individual Minister's Perceived A b ility to M anage His Perceived Role C o n f l i c t s ................................................................................ 14 F. O v e rvie w of D i s s e r t a t i o n ................................................. 15 REVIEW O F L IT E R A T U R E .................................................................. 16 A. O v e rvie w of the O rg a n iza tio n and Content of C h a p te r................................................................................ 16 B. Professionalism and the M i n i s t r y ...................................... 16 C. The Role of the M inister and Professionalism 19 . . . 1. The Preacher is an Educated M o n .............................. 26 2. The M inister is a Priest ..............................................26 3. The M inister is a Pastor ..............................................27 4. The Minister as the Professional Teacher. 5. The Minister as Professional O rg a n iz e r/ A d m in is t r a t o r ................................................................. 3 0 • • • in • . 29 Chapter Page D. The Minister's Perceived Role in theChurch and C o m m u n ity .................................................................... 34 E. Some Perceived Sources ofM inisterial Role C o n f l i c t .................................................................................... 43 F. A Possible Role Continuing Education May Play In the Management of Ministers Perceived Role C o n f l i c t ..........................................................................50 O bjectives of Continuing Education for M in is te r s ........................... 5 2 General O b je c tiv e s ............................................................... 52 Intermediate O bjectives .......................................... 5 2 A Summary S ta te m e n t................................................................................ 55 III. IV . RESEARCH DESIGN ..................................................................................59 Research Questions ................................................................................ 72 A N A LY S IS OF R E S U LTS............................................................................ 74 A. I n t r o d u c t i o n .......................................................................... 74 B. Question I ................................................................................. 74 Frequency Distributions Related to Question I C. Question I I .................................................................. , . . 75 38 Significant C o r r e la t io n s ........................................................... 90 Chi-square T e s t s ..........................................................................102 Summary of Question I I ..........................................................131 D. Question I I I . ...........................................................................131 Significant C o r r e la t io n s .................................... Chi-square Tests 132 .....................................................................1^5 Summary of Question I I I .......................................................... 1^® iv Chapter Po9 e E. Cuestion I V ........................................................................... 148 F. Guestion V ............................................................................ 149 G. Question V I .......................................................................... 149 Significant C o r re la tio n s .................................................... Summary of Question V I ............................................... 156 H. Guestion VH......................................................................... 159 I. Question V I I I ...................................................................... 157 J. Question I X ......................................................................... 159 Summary of Cuestion I X ................................................ 161 Question X .......................................................................... 151 K. Summary of Guestion X .......................................... 152 A Brief Summation of Chapter I V ................................. 163 C O N C L U S IO N S ........................................................................... 156 L. V. 151 A. Introduction ................................................................. 156 B. Conclustions Drawn from the Research....................... 166 Guestion I ..................................................................... 167 Question I I .................................................................... 168 Question I I I ..................................................................... 159 Question IV . 159 Question V .............................................................. . ........................... . 170 Question V I ..................................................................... 170 Question V I I ..................................................................... 171 Question V I I I ............................................................... 171 v Chopter Page ...................................................................... 172 ........................................... 172 C, Suggestions for Further R e s e a rc h .................................. 173 D. Implications for Further C o n s id e ra tio n ....................... 175 Question I X Question X Summary of Dissertation ............................................................ F o o t n o t e s ..................................................................................... 180 ................................................................................................ Bibliography Appendices 178 185 ..................................... ..... ................................................ A1 V ariable Code, M ean, and Standard D eviation C h a r t ............................................................ A1 - Report of Significant Pearson Correlations C oefficients...................................................................... A2 Appendix C - Frequency Response Chart -Q u estio n A A 13 Appendix D - Table of Significant Crosstabulations (Chi-squares) Appendix E - V ariable Id e n tific a tio n ..................................... A16 Appendix F - Crosslobulation R e p o r t s ............................... A 18 Appendix G - Appendix A Appendix B - . . . Q u e s tio n n a ire s ............................................................ O b je c tiv e Questionnaire A 15 A 52 ...................... A52 Personal Interview Q u es tio n s................................. A53 vi LIST O F TABLES Tablet Page 1. Religion increasing or losing in flu e n c e ....................................... 35 2. Reasons for interest in organized religion declining 36 3. M inistries to the community and w o r l d ....................................... 39 4. Pastoral Service to A ll ....................................................... 40 5. Personal E v a n g e lis m ........................................................................ 40 6. Promotion of Understanding of Is s u e s ........................................ 40 7. Contrasts in Average Rating of Clergy and Laity on Community and W orld Items........................................................... 42 The M in is te r as a Person ( p o s it iv e ) ............................................. 48 8. 9. . . . . The M in is te r as a Person ( n e g a t i v e ) ................................ . 49 10. Frequency Distributions for V ariable Y .................................. 75 11. Frequency Distributions for Variable B .................................. 76 12. Frequency Distributions for Varioble C A .................................. 77 13. Frequency Distributions for V ariable C B .................................. 78 14. Frequency Distributions for V ariable C C .................................. 79 15. Frequency Distributions for V ariable C D .................................. 80 16. Frequency Distributions for V ariable C E .................................. 81 17. Frequency Distributions for V ariable C F .................................. 82 18. Frequency Distributions for V ariable C G .................................. 83 •* vi» Tables Page 19. Frequency Distributions for V ariab le C H . 20 . V a ria b le C ode, M e a n , and Standard Deviation C h a rt. . . A1 21. Report of Significant Pearson Correlations Coefficients . . A2 22. Frequency Response Chart - Question A . 23. Table of S ignificant Crosstabulations (Chi-squores). v iii ............................ . . ....................... . . . 84 A 13 A l5 LIST O F FIGURES Figures 1. Page Relationship between the person and the social system as a to ta lity ................................................................................. 12 2. Relationship between definitions of Continuing Education. 14 3. The Professional P e r s p e c t iv e ............................................................ ix . 33 IN T R O D U C T IO N The negative effect of role conflict appears to be o serious problem in the Christian ministry. For many ministers, there seems to be incongruity between their personal role concept and that ministerial role concept held by those persons w ith whom he interacts as he practices his profession. This researcher fu lly acknowledges the presence and accomplishments of the women who serve the church as Christian ministers. As the randomly selected sample for this study contained only men, I have used the masculine gender through­ out the work. 1 CHAPTER I THE PROBLEM A. Background of the Study M an's technology has advanced more In the past century than over a ll of human history. This rapid advance has required more sophistication in his ideas, many of which have challenged tra d itio n a l, social, and religious mores. W h ile this has been true throughout history, these challenges have a greater impact on us as individuals than our ancestors because of our interdependency in a shrunken world created by our technology in mass communication systems. An isolated incident any­ where in the world can become worldwide headlines w ithin hours. W h ile our a b ility to communicate quickly has Increased and our know­ ledge of events is extrem ely current, there seems also to be an increased awareness of the existence of deep social distance between people. It Is becoming more and more incorrect to assume you understand another individual's concept of his role in life or society. There are w ide spaces between assumptions and actual concepts. Jeffrey Hadden has w ritten that the church in American is suffering from the effects of such perceptual distances. His research leads him to assert that clergy holds to one set of beliefs and ideas concerning the church and these ideas d iffe r from those held by the la ity . ^ These perceptual distances may be seedbeds from which destruc­ tiv e misunderstandings emerge. The more communication takes place, the more knowledge one gains of others in the communication enterprise. M ille r and Steinberg state that conversation 3 is the process by which information is exchanged which may enhance the possibility of social distan ce.2 A conflict of roles may w e ll fo llo w . Social distance between the minister and members o f the congregation seems to have increased as communi­ cation technology has improved. The minister who has spent more of his productive life as a student and then as professional clergy may not com pletely comprehend the role and pressures of the la ity . The la ity on the other hand does not have the experiential background to understand the clergyman as a fello w human being. w e ll lead to social distance. The perceptual distance may Role conflict may now become a distinct possibility. In recent years many studies have been conducted examining the personal and vocational condition of the professional m i n i s t r y . 3 These studies have contrib­ uted definitions of role conflict and its causes. This information Is most welcome as one attempts to discover a workable solution to the problem of the negative effects of role conflict. Edgar M ills has id en tifie d a t least three forms of role conflict resulting from conflicting demands: conflicting internal demands, external demands, conflicts from internalized norms. Such Illustrations of co n flic t, and discussed more com pletely at a later point, exhibit the com plexity of the minister as institutional leader, representative of the fa ith , community conscience, caring person, human being, and fam ily m e m b e r . ^ C o n flic t can result in any of these areas or a combi­ nation of them. G etzels, Cam pbell, and Liphom theorize that role con flict in social agen­ cies arises when the role expectation of the social agency is tncongruent w ith the personality disposition of the individual doing the tasks assigned by the agency 4 I f a minister is to serve his people e ffectively, it seems he must recog­ nize his obligation to stabilize his own conflicts and become competent in assisting others to do the same. w ork. In order to do this, he must be given the tools w ith which to Rouch claims that competence is in fact having the tools with which to work. O n e such tool, he claims, is a growing knowledge of himself and the world around him. He must be involved in the process of continuous growth.^ The need for continuous personal growth is becoming apparent. Business, education, and the worlds of different professions are sensing the value and needs of continuous learning. The movement toward Continuing Education is having a significant impact on the la ity of the church. More men and womenare finding it necessary to p a rtic ip ate in learning experiences designed to improve their skills and understand of their pro­ fessional and occupational tasks. The membership of the United Methodist Church is largely made up of persons related to the professions and management.? The min­ ister who would serve these laymen must have control over his own professional life , and be in a position to understand the task demands and life situations of his congre­ gation. Continuing Education seems to be a process that can deliver the needed data that would enable the clergyman to meet his needs and the growth needs of his parishioners. B. Purpose of Study Because of the nature of the world we live in, a ll people experience some degree of tension in their d a ily lives. A low level of tension may be a cre­ a tiv e force, keeping one on his or her toes w ith regard to the challenges of the 5 profession or (ob. ness. High levels of tension m o / detract from an in d iv id u a l’s e ffe c tiv e ­ The purpose of this study is to research one source of tension among ministers— role conflict — and the effect Continuing Education may have in reducing its nega­ tiv e effects. Role conflict is a complex re a lity w ith many modes o f expression. o f the best known is that of the externally structured e a rlie r by M ille r . O ne role conflict as referred to Fichter's example of a role conflict mode is his conception of the priest's role as being caught in the cross fire between the bureaucratic norm of his superiors, the professional norm of his colleagues, and the popular norm of the latty he is to serve.® Examples of this type o f conflict can also be found in Camp­ bell and Pettigrew's study of the L ittle Rock situation under the Eisenhower admin­ istration. A second mode of role conflict can be observed as the tension between norms and values internalized by clergyand those coming out of the needs or pressures of the work situation. Blizzard describes the dilemma of the minister as being forced by external pressures to spend time doing what he least values and feels least pre­ pared to do w e ll. James Gustafson described the primary problem of the minister as that of making relevant ancient truths. Demerath and Hammond id en tified role con­ flicts as coming from the minister who becomes involved w ith concerns which over­ lap the expertise of other occupations more than the core of role a c tiv ity of his m inistry.^ A third mode of conceptualizing role conflict places the primary collision of values w ithin the minister himself. The clergyman creates for himself a continuing struggle by in ternalizing m utually incom patible values and expectations. This struggle most certainly has a negative effect on the performance of his ministry. Another way of expressing this mode is by referring to conflict models of practice. Edgar M ills calls this experience " post-semi nary reality shock." The model of practice learned in the seminary may not fit the reality of the individual parish. When this occurs the minister experiences stress and conflict between the two modes of practice which gives rise to confusion and frustration. ^ Larson related a somewhat similar mode and describes it as the disparity between achievement and service motives. Larson states that many clergy have been torn between honoring internalized norms of love, justice, and the potential risk of advancement and achievement that honoring these norms might cost. Stress, frustration, and conflict occur when the minister has internalized m utually incom­ patible values and hopes. The purpose of this study is to discover if a personally planned program of continuous learning (Continuing Education) plays a significant rale in reducing the negative effects of role conflict. Larson states that continuous learning programs may have apositlve effect but this to date has not been tested. 10 It is the purpose of this study to examine the relationship between role conflict and Continuing Ed­ ucation. C. D efinition of Terms In this portion of the chapter, 1 am attempting to define the basic terms related to the study. Church "Church (Church), n. (Br. Kyriakon, the Lord's House) 1. A building for public worship, especially Christian w o rs h ip ." ^ I f one were to ask a stranger on the street to define church, his response would 7 most lik e ly be somewhat similar to the above. For the purposes of this study, I am not interested in a building, but in the group of individuals who congregate together to participate in those a c tiv itie s they perceive to be the work and w ill of God, through Jesus the Christ. This concept of church can be traced through the Hebrew "gahal" meaning "a meeting or gathering of the people" and the G reek "eccelesia" meaning "a meeting or gath erin g ." The significance of the "gahal" traces back even previous to the gathering of the children o f Israel before the Mount of Horeb in the O ld Testament. "Eccelesia" is used often in the N ew Testament in reference to the early Christian's gatherings for prayer, instruction, and deliberation. From the ear­ liest of times, the concept of church has been social in nature and structure. It is thus logical to conclude that the church, as a social institution, is equally subject to the dynamics and stresses of other social institutions. M inistry Throughout the O ld Testament, God sent messengers to communicate his W ord. Moses, Amos, E lijah, and Jeremiah are examples. In the N e w Testament, Jesus was sent by God to serve as a prototype for the ministry of the Christian Church. The role of the minister is to serve as an enabler in the process of reconciling man w ith G o d . ^ O rdination O rd in atio n Is the rite commissioning an individual to serve the Church as adm inistrotor/priest/prophet/counselor. It is an act of celebration to mark the com­ mencement of a new stage in the individual's devotion to G o d. ^ In most m ainline denominations of today there are two orders o f clergy, Deacons and Elders. Both are traced back to the N ew Testament. 8 Deacons Orders is the first of the two orders of clergy in the United Methodist Church. This order is usually granted to candidates after one year of seminary and the successful completion of a w ritten examination over the Discipline o f the United Methodist Church. The Elders Orders are granted after the candidate has completed seminary, served for a specified period of time in a church under the supervision of the District Superintendent, and has been accepted by a vote of an Annual Conference. For this study, I w ill be studying only Elders who have graduated from an accredited seminary and are currently serving pastoral appointments (churches). Toward the D efinition of Continuing Education 1. Most individuals possess a certain degree of a b ility to adjust to change. Change is the mother of learning; without its pressures our lives would most certainly remain status quo. The early G reek philosopher Heraclitus saw the universe chiefly in terms of flu x . He recognized even then the effects of change on man. ^ The existence of change and the need to deal w ith it is one of the few constants in man's life . Educators have long since claimed that change is a process of learning and Continuing Education Involves the purposeful attempt to organize and manage these various encounters. 2. "Through Continuing Education a person and his world come to terms and he becomes what he is w ithin i t . " ^ Continuing Education assumes or aspires to a state in which the learner recognizes change as constant and attempts to manage the conflicts born of change. It seems that where conflict exists learning and/or education is a v a ila b le . The 9 education of the individual is dependent upon his or her a b ility to manage life con­ flicts or responses to change. Professor Kleis of M ichigan State University states: "Continuing Education as a profession Is concerned with enhancing the quality of human life through rational accommodations between changing persons in a changing world. "Continuing Education proceeds from the assumptions that: 1. As a person matures and changes and as various factors of his world (fam ily, work, finance, government, e tc .) change, his relationship to them must change. 2. Rational change requires effective and w ell-ordered learning, and 3. Improved quality of life is dependent upon change in both communities (development) and persons (le a rn in g )... "Through Continuing Education mature persons, individually and corporately, may achieve unprecedented levels of freedom or they may be effectively a lb e it happily enslaved. W ithout it , In a rapidly changing world, freedom is dubious Indeed. W ith it, freedom is possible, but by no means fully assured. For me, e x p lic itly or im p lic itly , entirely and rightly, one is in possession of his senses, is immersed in it . This as a rational and human process is not so much to attain It but to manage i t . His alternative is to permit it to be managed by others or to exert him self." D r. M ark Rouch is more precise in his definition than some. To him, Con­ tinuing Education is an individual's personally designed learning program which begins when basic formal education ends and continues throughout a career and beyond. An unfolding process, it links together personal study and reflection and participation in organized events. Rouch claims this Is a working definition. He seems to be saying that Con­ tinuing Education is an individual's own process of self-development. It is not to be confused w ith happenstance learning or with what some scholars may call Informal education. It is more closely related to nonformal education as it demands intention 10 and organization, but the organization is the product of the individual's own inten­ tional effort to grow and perceive himself to be more competent in the world of change. Continuing Education proceeds from formal education and then pushes an Individual's learning beyond a degree program and lasts as long as the individual intends. ^ M r. Connolly C . Gam ble, Jr. defines Continuing Education os a systematic sustained study. In his chapter entitled "The Lifelong Process of Learning," in Biersdorf's book Creating An Intentional M inistry, he views Continuing Education as a d e fin itiv e p ro c e s s.^ He claims that this process is never achievem ent. something that is never finished. It is I f the individual designs his program he may put together some units leading towards an academic degree, but the process continues beyond the earning of any and a ll degrees. Continuing Education continues as long as the individual is a c tiv ely en­ gaged in his profession. O nce again we note an agreement between Rouch and Gam ble In that Continuing Education is both systematic and a process and this agree­ ment extends itself to Klefs and many others in the academic fie ld . Continuing Ed­ ucation is a nonacademic individual seeking d efin itio n. The working definition of Continuing Education u tilize d in this study is a combination of Gam ble, Klefs, and Rouch. Continuing Education is a self-imposed study process, that may include degree programs but is active far beyond the degree. The self-development program continues as long as the Individuals wish or are involved w ith personally organized and intentional study. Continuing Education associated w ith the ministry may w ell be needed to assure a more effective ministry, church, and quality of Christian witness. 11 Role Role is o most Important analytic unit of a social agency or institution. Getzels, Lipham, and Compbell indicate that role is the behavior that is expected of persons. 21 Linton states that a role exists when an individual puts his rights and duties into e f f e c t . 22 The World Book Encyclopedia Dictionary defines role as "an actor's port in a play: a port played in real life . "23 A role then seems to be a prescribed set of behaviors expected of a person. Role Concept World Book Encyclopedia Dictionary defines concept as "a general notion; idea of a class of objects. "24 Getzels, Lipham,'and Campbell come very close to this as they define role expectation — a collectivity of precepts that formulate a general body of behavioral demands. In this study, I am using role concept as G e t­ zels used role expectations — it represents the set of prescribed behaviors an individ­ ual is called upon to perform. Role Conflict I f on individual within a social system finds himself in conflict with the system's role concept of his position, the dilemma that occurs is defined as role con­ flic t. Larson defined the phenomenon as social distance.25 This represents the feeling that role conflict Is destructive and according to Elton Mayo, Professor at Harvard Business School, is unnatural. 26 R0 |e conflict shall be defined as the incongruous relationship between the role concept of the social system and the need-disposition of the individual who is to play that prescribed role. Getzels and Guba have diagrammed the relationship between the person and the social system as a totality. Figure 1 graphically illustrates the role and its 12 relationship with the actor's personality and the role concepts relationship with the personality's need-disposition.27 Nomothic Dimension Institution —— Role —■) Role Expectation Social \ System \ IT |T / » I .. / Individual — + Personality—♦N eed Disposition Social Behavior Idiographic Dimension Figure 1 N ee d Disposition A n individual's own mental organizational tendencies which appear to give unity and direction to that person's behavior. N eed The mental drive that seeks balance or that which is perceived as satis­ faction. Perception The process by which an individual p rivately views or interprets his w orld. It is related to H. A . Murray's 1958 concept of "press" which deals with the general nature of the environment and determines the individual's gratification or frustration of a need. D. Research Questions Introduced The following portion of this chapter w ilt introduce those questions that this researcher w ill attempt to answer. These questions stem from the major concern of the dissertation, namely, does a minister's level of involvement in Continuing Education affect his perceived a b ility to manage his perceived role conflicts* Question Number I - Is there a relationship between the minister's level of participation in Continuing Education and his perceived a b ility to manage perceived role conflicts? Question Number II - Is there a relationship between the minister’s perceived source of role concept and his perceived a b ility to manage role conflicts? Question Number III - Is there a relationship between the minister's agreement w ith perceived role concept sources and his a b ility to manage role conflicts? Question Number IV - Is there a relationship between the minister's level of participation In Continuing Education and his perceived level of importance in the community? Question Number V - Is there a relationship between the minister's perceived level of importance in his community and his perceived a b ility to manage perceived role conflicts? Question Number VI - Is there a relationship between the level of the minister's participation in Continuing Education and his role concept sources? Question Number V II - Is there a relationship between the minister's perceived level of participation in Continuing Education and his perceived relationship with his District Superintendent? 14 Question Number V III - Is there a relationship between the minister's level of participation in Continuing Education and his perceived re la tio n ­ ship w ith the local church's Pastoral Relations Committee? Question Number IX - Is there a relationship between the minister's level of participation in Continuing Education and his perceived a b ility to manage his perceived role conflict with his w ife and fam ily? Question Number X - W hat is the distance, if any, between the respon­ dents defin itio n of Continuing Education and the defin itio n used in this paper? E. Statement of Possible Relationship Between Continuing Education and the Individual M in ister’s Perceived A b ility to M anage His Perceived Role Conflicts To educate is to encourage personal development w ith in the in d iv id u a l. The mission of adult Continuing Education is to enable adults to reach more advanced levels of maturation and personal enltghtm ent.28 M alcolm Knowles has stated that an ultim ate need of an individual is to achieve complete s e lf-fu lfillm e n t through the development of the p o te n tia lities . He claims that there is Increasing evidence appearing in psychological literature that self-developm ent is a universal need, and that the need is satisfied when balance is achieved between the demand o f the person's task or role and the feeling of accomp­ lishment and the perception of positive r e c o g n itio n .^ 15 F. O verview of Dissertation Chapter II w ill contain a review of related literature. It is w ritten to enable the reader to experience foundational research that contributes understanding to this project. The chapter, Itself, w ill be divided into two divisionsi First, a re­ view of those studies and pieces of literature that give substance to this research. Secondly, the reader w ill find a summary statement that collects those major ideas ond concepts that give direction and aid in understanding more completely this search for information. Basic to any research is its design. Chapter III w ill contain a discussion that defines the population, the sample, and the method by which the sample was isolated, and the measures to be used. The research questions w ill also be restated and discussed along w ith the operational design. a b rie f analysis of the results from the instruments. Finally, the reader w ill discover This statement w ill serve as a bridge to the material offered in Chapter IV . Chapter IV w ill contain a more complete and precise analysis of the results and w ill also present a statement of importance concerning each of the research ques­ tions. This study and its associated report may not bring in the perfected form of the Kingdom of G o d . However, the significance of this research hopefully w ill be observed in the growth of understanding of the minister's self-im age and his perceived a b ility to manage his own perceived role conflict. It w ill be very interesting and valuable to observe i f their levels of participation in Continuing Education affect their role concepts, role conflicts, and their relationships with Church's members, the Church's leaders, and their own fam ilies. CHAPTER II REVIEW O F LITERATURE A. O verview of the O rganization and Content of Chapter The concern of this study is the role Continuing Education Is perceived to be playing in the professional and personal lives of a random sample of ministers serv­ ing United Methodist Churches in the West M ichigan Annual Conference. It is the purpose of the chapter to review pertinent literature relating directly to this concern. The resources for this chapter are research articles, research reported in books, and unpublished informational papers. The focus on the information gained from these resources concerned the Christian ministry, Its role and function, the minister's per­ ceived role concepts and related conflicts. of Continuing Education as it relates to role It also focused on the values and functions and role conflicts. The central purpose of this dissertation is to deal w ith the possible correla­ tion between possible interdependency between these variables. The scarcity of pub­ lished material delving into the relationship between Continuing Education and the professional ministry was very in fluential In the choice of a dissertation subject. B. Professionalism and the M inistry The Christian M inistry has as its foundation the commission of Christ to preach the Gospel of Jesus and to serve those sacraments related to His service. 16 30 17 "G o,th en, to a ll peoples everywhere and make them my disciples: baptize them in the name of the Father, the Son and the Holy Spirit, and teach them to obey everything I have commanded you. And I w ill be w ith you always to the end of the a g e ." St. Paul speaks of the ministry as a service. In his letter to the church of Corinth, he leaves little doubt as to his perception of the meaning and purpose of the Christian ministry. "You should think of us as Christ's servants, who have been put in charge of God's secret truths. The only thing required of such a servant is that he be faithful to his master. "32 The Book of Discipline of the United Methodist Church declares "Ministry »n the Christian Church is derived from the ministry of Christ, the ministry of the Father through the incarnate Son by the Holy S pirit. "^3 Thus far, we have been working under the assumption that the ministry Is a profession, and the minister who serves w ithin the institutional church is a professional. D r. James D . Glasse, in his book Profession:MInister, quotes Ernest G reen­ wood's a rtic le "The Attributes of a Profession" in an attempt to lay a foundation of understanding of the nature of being "Professional." "A (professional) career Is essentially a 'c a llin g ,' a life devoted to 'good works.' The term 'c a llin g ' lite ra lly means a divine summons to undertake a course of action. O rig in a lly , it was employed to refer to religious a c tiv ity . The Protestant Reformation widened its meaning to include economic a c tiv ity as w e ll* * . Presumably, then, any occupational choice may be a response to a divine summons. ..P ro fes ­ sional work is never viewed as a means to an end; it is an end in its e lf...D e v o tio n to work itself imparts to professional a c t iv it y ... a total personal involvement. The work invades the afterwork l i f e . . . To the professional person his work becomes his life . Hence the act of embarking upon a professional career is similar in some respects to entering a religious order. "34 Professionalism, at least for Glasse, means committed devotion to a life task. D r. M ark Rouch and D r. John Blersdorf both strongly assert that the minister is 18 a professional leader. They claim that the minister must not only be committed to Christ and our Father G o d, but must also exceed certain levels of competency w ithin the enterprise to which they are committed.35 for the sake of others. Rouch writes, "He (the minister) learns The minister learns in order to serve." D r. Samuel Blizzard in an a rtic le entitled "The Protestant Parish Minister's Integrating Roles" viewed the minister as a professional because he organizes his own work calendar and evaluates his own work. He sees the minister as being goal oriented, and as one who has set goals that bring service to the point of real human needs. He brings something of the perceived strength of God through his competence and ski I Is. 3^ D r. James Glasse in his book, Professiop:M i nt st er, clearly views the min­ ister as a professional. It is his contention that the minister should reaffirm his voca­ tional identity as a professional. He identifies the professional in this way: "A professional is identified by fiv e characteristics. (1) He is an educated man, master of some body of knowledge. This knowledge is not arcane and esoteric, but accessible to students in accredited educational insti­ tutions. (2) He is an expert man, master of some cluster of skills. These skills, w h ile requiring some talent can be sharpened by practice under supervision. (3) He is an institutional man relating himself to society and rendering his service through a historical social institution of which he Is partly servant and partly master. Even when he has a 'private p ra c tic e ,' he is a member of a professional association which has some control over his a c tivities. (4) He is a responsible man, who professes to be able to act competently in situations which require his services. He Is committed to practice his profession, according to high standards of competence and ethics. F in a lly , (5) he is a dedicated man. The pro­ fessional characteristically 'professes' something, some value for society. His dedication to the values of the profession is the ultim ate basis of evaluation for his services. "38 The ministers of most of the m ainline churches seem to meet Glasse' c rite ria. They are called to the ministry by their commitment to God and the nature of His be­ ing. These ministers serve according to their understanding of God and submit them­ selves to the church's professional organization. 19 The charge of professionalism in the ministry then, means devotion to ser­ v ic e , the learning of a body of knowledge, and the continual renewal of skills and attitudes of competency. It is the opinion of this researcher that the case for pro­ fessionalism in Christian Ministry is w ell made and i proceed in this stud/ under the attitude and perception that the Christian M inister is indeed a professional leader. C. The Role of the M inister and Professionalism W hat is the minister's role in his church and in his community? In Chapter I, "role" was defined as a prescribed set of behaviors expected of a person. What role expectations do congregations, church officers, and community members have of the minister? How do these Individuals see the minister and do their perceptions and expectations affect his (the minister's) self-im age and role concept? Here again, It is Glasse who writes that the image of the ministry held by religious and secular communities Is cloudy, confused and often unattractive. He reports that Daniel Jenkins saw a poster In G reat Britain in 1930 that read; "A ll per­ sons In the above age group are required to register for the N ational Service except lunatics, the blind and Ministers of Religion. Glasse identified three distinct ministerial images. The first is that of a calling fo r a particular kind of person, thus producing personality cast images. He Illustrates this point by quoting V itic h & Bensman's book, Small Town in Mass Society, page 14: "To a large extent (the minister's) success in the community is determined by the personal equation almost irrespective of his religious b e lie fs ... The minister must be able to 'get along with people' by being a 'good fe llo w ' and by being non-controversial and n o n -p o litic a l. It is para­ doxical that the Baptist minister who represents the most controversial religious views is also regarded personally as one of the best ministers in town. In his d a y -to -d a y relation w ith people he is friendly, per­ sonable, 'says hello to everybody,* and never discusses religion or politics. People in violent disagreement w ith his theology cannot dislike him and, in fact, many accept him and excuse his theology because they lik e him personally. The second image of the minister focuses on his relation to the church as an institution. The ministry cannot be viewed in terms of the minister's personality, but only by view ing the minister w ith in the church setting. His personal ministry is not of first import, but the church's ministry which he leads. In the third image that Glasse uses, he insists that the ministry be under­ stood prim arily in occupational terms, as a calling opposed to choosing a profession. The minister is often excluded from occupational categories because his work is seen as similar to and encompassing aspects of other occupations and professions. Richard N iebuhr, in his book, The Purpose of the Church and Its M inistry, suggests that the minister be understood as a "P as to ra l-D ire c to r." He cares for the needs of his people as he conceives, directs, and administrates those programs that meet those n e e d s .^ Glasse indicates that there are too many imoges of the ministry, and this m u ltip lic ity of images leads to confusion. Confusion may hinder the communicative process between the ministry, the la ity , his colleague^and his denominational leaders. This confusion of images can be described in the following career continu­ um as It relates the Image portrayed a t each stage of development: 1. M otivatio n for M inistry A t this stage of development the future minister is given a strong m otivational image of the m inistry. The objective of this image 21 is to bring the person to the point of perceiving himself to be called into the ministry. 2. Education for M inistry The professional training school (seminary) offers a new image that may w ell cancel out the m otivational image. 3. The Practice of Ministry The new graduate goes into the fie ld and confronts his colleagues and la ity who suggest that what he has learned In seminary won't work. The new minister is then presented still another image. Glasse feels that what is needed in the professional ministry is a more constant image, one that can be foundational and built upon as the minister progresses in his service to God through the church: 1. M otivation for M inistry (Recruitment) 2. Education for M inistry (Seminary) 3. Practice for M inistry (Professional) 4. Continuing Education (Expertise) 5. Sustained M otivatio n (M orale) AO A more sustaining image through these stages of development may assist the minister in realizing his role more accurately and correctly perceiving the ex­ pectations of his laity more precisely. W hat are the role expectations of the layman for the minister? The process of bringing a task from the perceptional state to the actual may appear to be simple, but it is not. It seems that the layman may w e ll see the ministry much lik e Gaylord 22 N oyce/ namely, through the eyes of other professions. minister Is much lik e the p o litic ia n . N oyce suggests that the This means that there may be role confusion in the ministry and the minister is made to look like something he is not in order to describe what he is. It would seem that the ministry lacks sufficient clarity and can­ not be identified as a re ality on its own. Confusion of roles may w e ll lead to lack of understanding by both clergy and la ity of the tasks related to ministry. This then might lead the minister into role conflicts that could devastate his effectiveness both as a professional and as an in d i­ vid u al. The role of the minister as described by their nomothetic force, the la y ­ men of the local church he serves, and the superiors w ithin the denominational struc­ ture must be discovered, explored, and analyzed. W e have already seen the confusion of roles that seems to be a ll too pravelent. W e w ill now attempt to cut through that apparent muddle of confusion and discover more exactly the role expectations held by the la ity and that of the minister's denominational superiors. Research dealing with the role expectations of the minister seems to be lacking, especially from the layman's point of v ie w . Ministers, professors, men from the theological world seem to be more organized in their expressions of ministerial role concept and expectation. Finding research dealing w ith the la ity was d iffic u lt and produced only U nited results. The only detailed study dealing with the question of the laity's perception of the role of the minister that this researcher could discover was done by David S. Schuller, M ilo L. Brekke and Merton P. Strommen under a grant from the L illy Endow­ ment In c . This research attempted to discover the qualities most respected and desired 23 in the minister. tasks to be done. It seems log!col to associate qualities desired and respected with Therefore, it was hoped that this stud/w ou ld prove helpful. It was I In their publication Readiness for M inistry Volume I C rite ria , the char­ acteristics of ministers were ranked by their respondents and the resulting clusters were then analyzed and organized into descriptive sections. This study included some 850 specific items and was completed by over 2 ,0 0 0 people across the spectrum o f church life who were randomly selected from 47 denominations. A later revised and shorter questionnaire of some 444 itans taken from the original study was used to secure 4 ,8 9 5 usable answer sheets: "The Readiness Project, launched M ay 1973, seeks to develop ways of assessing readiness for the practice of professional ministry. Its purpose, as defined in the proposal that secured its funding, reads as follows: "The general strategy for the project w ill be to identify areas and criteria of readiness used by w idely differing groups in American religious life , to develop and test characteristics, and to publish these measures, introducing them to the religious community and seminary populations with specific helps for their use. "This statement o f purpose is a response to a pervasive sense of need omong educators. For them thffe is a growing conviction that the only v a lid test of an educational system lies in the results it effects in its graduates. Denominational leaders are also coming to share this conviction. They find that the questions a congregation raises about a potential minister do not concern the number of courses completed but revolveabout such areas as wisdom and knowledge, pastoral skills, psychological maturity, and the strength of fa ith ." Under the section entitled "Ministries to Persons Under Stress, " five skill fille d qualities were described: 1. Perceptive Counseling - Reaching out to a person under stress w ith a perception, sensitivity, and warmth that is feeling and supportive. 24 2. Enabling Counseling - Using high levels of understanding and skill to work through serious problems. 3. Ready A v a ila b ility - Responding immediately w ith care and sensitivity to hurting people in crisis situations. 4. Counseling as a Pastor - Using theologically-sound counseling approaches to help people cope w ith personal problems, • using resources of fa ith . 5. Caring from Existential Involvements - Becoming personally involved in the mutual exchange among persons who seek to learn through suffering. 43 In reading Blizzard, Smith, Biasdorf, Rouch and many others, we con discover that ministers end la ity a lik e p e rc e iv c the clergy as a professional who is per­ sonally, at the liv in g -fe e lin g le v e l, involved w ith people. This quality renders the minister unlike many of his colleagues in other professions. W e have seen evidence of subjective expectation in the arec of pastoral counseling. A similar subjectivity appears in the general level of expectation w ithin the sample studied by Schuller, Brekke and Strommen. These perceptions in dicate the ranking qualities regarding the minister's personal faith commitment. These expectations from the nomothetic stance tend to place the minister in a servant-1 eader role much lik e that of Richard N ieb u h r. In Table 5 of the Schuller, Brekke and Strommen report, the six highest ranking qualities (expectations) that cluster (placed in order of rank): 1. Service W ithout Regard for A cclaim - Accepting personal limitations and believing the Gospel, being a b le to serve without concern for public recognition. 2. Christian Example - Personal b d ie f in the Gospel that manifests Itself in generosity and a life of high moral q u ality . 3. Acknowledgment of Lim itation - Acknowledgment of limitations and mistakes, and recognizing the need for continual growth and learning. 25 4. Religious Commitment - Profound consciousness of God's redeeming a c tiv ity in life , living out of a sense of call to Christ's mission with freedom and courage. 5. Acknowledgment of Own Humanity - O penly facing the ambiguities of lifq the struggles of fa ith , and the disappoint­ ments of ministry. 6. Acceptance of Counsel - Seeking to know God w ell through the counsel and ministry of others. ^ As a professional, personally involved w ith his task, the minister's very life becomes perceived as an instrument through which his work is done. Here lies the genius, as w ell as the trap of possible conflict w ithin the profession. These expectations are subjective in nature. Therefore they demand the attention of the minister if congruity is to be attained between the nomothetic and idiographic dimensions of the church. W ith in the idiographic dimension of the denominations, attempts have been made to clarify the perceived role of the minister. Some studies have been made. Samuel B lizzard, in an a rtic le published in the Journal Pastoral Psychology breaks the minister's role into operative tasks: 1. 2. 3. 4. 5. 6. Preacher Priest Pastor Teacher O rganizer Administrator Glasse takes these practitioner roles and correlates them w ith a criteria of professionalism in order to test the relationship between the ideal o f the professional ministry against the tasks and practice of the parish minister. uses sk illfu lly the tasks of ministry as listed by B lizzard, In attempting this, he He produces a helpful state- ment that brings understanding to the basic qu etlon, "What does the minister do?" 45 26 1, The Preacher Is An Educated M an He preaches. He is schooled or trained in B iblical understanding, theology, church history, and other practical disciplines such as pastoral psychology and church adm inistration. to some purpose. The minister preaches His end product is related to goals and the meeting of needs w ithin the congregation. "H e w ill know not only what he is preaching, but why he is preach ing ." ^6 The preacher is also classified as an expert man and as an expert he w ill work to improve his performance. He feels he must devote himself to study methods of communication. He w ill experi­ ment w ith different methods of preparing sermons, their deliverance, and the evaluation of his performance. The preacher is an institutional man. He preaches not only to his congregation's perceived spiritual and psychological needs, but serves at those stated times when the institution requires his services. The preacher who is professional is a responsible man. He brings his a b ilitie s and competences to the evaluation process and subjects these factors to the highest professional standards, be ?t in ­ te lle c tu a l, institutional or matters of individual s k ill. 2. The M inister Is a Priest The term "priest" w ill be defined in this study as the one person who is responsible for the conduct of corporate worship. In that role, he is an educated mon and he does not repeat ritual w ithout thought or v a ria tio n . His worship construction is based on his perceptions of the role of worship and the spiritual and em otional, religious needs of the people he serves. The m inister-prlest is o responsible person. The minister's role as the priest w ill d iffe r according to denomination and church trad itio n . The United Methodist minister evaluates his performance os priest according to the liturgical standards of his denomination's trad itio n . The Christian Reformed minister evaluates his performance according to his church's trad itio n. Traditions may d iffe r, but in each case the minister, as a professional, must subject his practice to s e lfevaluation in relation to the standards related to his practice as priest. The m inister-priest is a dedicated man. task even when he does not feel it . of detachment. The minister does his Being professional demands a sense Even as a doctor heals, he may not be healthy himself. Even as a lawyer gives legal adviccv yet needs a lawyer himself. The minister moves towards his task w ith creative, intentional detachment. His work continues even though his life is full of external and internal turm oil. The minister practices and functions when the situation demands and his functioning may not be predicted by his feelings nor emotions at the moment. 3. The M inister Is A Pastor The minlster-pastor is prepared for his role as a pastor by education. He is an educated man. He is expected to know not only the Bible and its a ffec t and effect on human life today, but also the psychological dynam­ ics of the human personality. 28 The attainment of psychological knowledge brings the m inisterpastor towards being on expert man. His skill may be similar to that of a therapist as his role as minister takes precedence; however, his pro­ fession is m inisterial, not medical or psychological. I f men who min­ ister become specialists in pastoral counseling, the question can be raised as to the nature of their profession. A re they psychotherapists or ministers? The minister as pastor guides and cares for those persons who would seek his guidance and insofar as the minister perfects his skill, he is the pastor. The minister-pastor is an institutional man. He has special responsibilities to a particular definable group of people. Being respon­ sible to these people, however, does not detract from the fact that he is still a minister of Jesus the Christ, committed to the service of people in need. The professional pastor Is also a responsible man and in this ca­ pacity the minister has the opportunity to subject his pastoral work to the highest possible professional standards. The methods and systems developed for clin ical pastoral education help provide the needed criteria for investigation. Seminaries are attempting to affect change in the a t­ titudes of their students and condition them towards self-evaluation and its associated demands. The pastor as the dedicated man is hopefully freed from his need to play God to his congregation. W h ile he is committed to the care of parishioners, he does what he can w ithin the range of his learning and competence — and the limitations o f his ministerial a u th o rity -he joins w ith others in the service of men. He is a professional pastor: educated, expert, institutional, responsible, and dedicated. 4. The M inister As The Professional Teacher The clergyman is a master of a particular body of knowledge. His ed­ ucation has given him not only the theory and the pragmatics of his profession, but has also charged him with the responsibility to teach. The m inister-teacher is an expert man. He strives to attain the a b ility and competence to teach others what he knows and to learn from them what they have to share. Expertise in education is not for the minister's advantage, but for the church's edificatio n . The m inister-teacher is on institutional man In two significant aspects: First, the institution as historic community makes the minister responsible for carrying on a tradition of teaching. W hatever the meth­ ods (personal instruction, catechetical classes, organized church schools, study groups), the minister has stated responsibilities for teaching. O ver two hundred years ago John Wesley was im pelled to remind his ministers of their responsibility. "Wherever there are ten children in a society, spend a t least one hour w ith them tw ice a w eek. And do this, not in a d u ll, dry formal manner, but In earnest, w ith your m ig h t...D o it as you can, til you can do it as you w o uld ." Wesley makes it clear being a teacher is part of the |ob, an institutional requirement. 30 The second aspect in which the minister as teacher is an institu­ tional man is also suggested by W esley. The minister is to organize and administer structured programs of teaching. W h ile Wesley would be dis­ mayed by some of the teaching in the churches today, he would be de­ lighted by the fact that even some adults are enrolled in classes. The Sunday School movement in Am erica, for a ll its failings, has produced an educational institution second only to the public schools in size and scope. The minister is responsible for its administration. ^7 The m inister-teacher's self-discipline as a responsible person in his activities and role as teacher demands his own willingness to continue to learn. He seeks the best assistance possible to perfect his work as teacher. He w ill submit his practice to evaluation, {udging it on the basis of two criteria: a. His own effectiveness as a teacher b. His a b ilitie s to train others to be teachers in the educational program of the church. The m inister-teacher is a dedicated man. inquiry. He must be a devotee of His dedication is not to learning in general, even though he re­ spects total education, but to that learning that informs the faith and ed­ ifies the church. 5. The M inister As Professional O rganizer/Adm inistrator The roles of professional organizer and administrator seem to be functions of a more contemporary n a tu r e ^ Uni ike the other roles, these two seem to be without theological-B ib lical feedback; however, the qualities of these 31 ministries certainly revert back to the motivation behind one's organiza­ tional endeavors and administrative style. A t this le v e l, the minister's theological and Biblical background certainly influence his work os an organizer and administrator. simple w ay. He distinguishes between them in o rather The minister as administrator manages things to assure the smooth operation of the institution. Glasse offers the opinion,"It seems to me that most ministers are at least professional in these roles. O n the basis of interviews and personal experience, I must agree. The minister as organizer/administrator may appear less than professional. There is an apparent need for seminary courses and exper­ iences to train and educate ministers to administer and to organize more e ffe c tiv e ly . Expertise in administration and organization appears to come to the minister more from experience in the fie ld after ordination and Con­ tinuing Education than by seminary training. Glasse states that w h ile church administrative publications and experiences are useful, they are more or less folklore, how -to, and d o - it yourself in spirit. This is an area where professional standards need to be explored and developed. The m inister-adm ini5trator-organizer is in the ministry as an institutional man. The minister is responsible for the qu ality of worship and the educational programs of the church. The institution, namely the con­ gregation, appraises his work, along with the denominational officers. M any laymen seem to be realizing more and more the need for positive and c reative organization and creative administration. 32 The minister (organizer-administrator) as o responsible man has d iffic u lty establishing and maintaining himself as a professional for two reasons: "First, in his role as organizer and administrator, his performance is most open to public appraisal in statistical and financial terms* As a preacher he may want to evaluate his sermons simply on the basis of sound hom iletical principles, but as organizer and administrator he must be concerned for size of congregation and the amount in the collection p late. Second, in these roles, he is most d irectly in com­ petition w ith his professional colleagues." ^ Recognition and discussion of this situation with both la ity and church superiors is d iffic u lt and may appear to this minister as demeaning and unethical, but real nonetheless. W ith minister-organlzer/adm inistrator as the dedicated person, the a n tiinstitutional bias of many ministers becomes more than apparent. His role as the or­ ganizer of committees to do administration of the church's programs is seen as incon­ gruous to the work of expressing the love of his neighbor. Perhaps this is changing. Glasse quotes Richard E. Moore and Duane L. Day: "M any of the sociologically-oriented theologians and th e o lo g ica lly oriented sociologists, writing the books that diagnose the sickness of the church.. .seem either largely unaware or completely skeptical of the church as organization.. .Unless the administrative machinery is put to w o rk .. .wide-spread renewal w ill not be forthcoming. In­ sofar as relevance has been achieved on more than a chance or occasional basis, responsible church administration has been in vo lved ." Robert Spike put it in a personal conversation: "The choice before us In not whether we w ill be prophetic or bureau­ cratic. W e must learn how to be prophetic b u re a u c ratic ally ." In much of the literature I have reviewed, It is becoming more and more clear that the dedication credited to ministers is not blind devotion without thoughtful 33 intention toward a goal, but rather dedication toward an image and the devotion to a process leading to successful attainment of that image. Dedication seems more wisely associated with effective organization and intentional administration. The preceding view of the Preacher, Priest, Pastor, Teacher, O rganizer, and Administrator and the role association with the qualities of the professional seem to indicate the minister is professional. It was helpful to this researcher to view Glasse's "The Professional Perspective" relating the M . D . , the lawyer, and the teacher to the clergyman: 54 THE PROFESSIONAL PERSPECTIVE 4- 4- Professional = E ducated -f- Expert - r In s titu tio n a l NAME o r m o r c s s io N .u . DODY o r KNOWLEDGE CLUSTEIt o r SKILLS 1NSTITUTION IN SOCIETY value on m ines Doctor Medicine Medicine Oath Hospital Health Lawyer Law Law Canon Court fmticc Teacher Education Teaching Certification School Learning Clergyman Divinity Ministry Vows Church Lose of Cod and Neighbor ST.VNP.VHD Figure 3 Responsible Dedicated on runrusL 34 The process of becoming a minister entails becoming educated (four years of college and a t least three years of seminary), expert (learning skills and processes including Bible, history, theology, sociology, psychology, and communicative arts); institutional (meeting the requirements for onnual conference membership and being appointed to a charge); responsible (he is amenoble to both his conference and his la ity ); dedicated (he is devoted to God and to m a n k i n d ) . ^ The recognition of these professional perspectives is essential in under­ standing the work of the minister, i . e . , his functioning in the local church w ithin the community. D. The Minister's Perceived Role in the Church and Community The professional minister performs his role in the arena of society. His professional world consists of both the church he serves and the community of which it is a part. His own personality needs and a b ilities allo cate his time expenditures. He may find deep fulfillm ent in his work in some areas w h ile finding only frustration in another. His own needs and desires play an important role In determining his per­ sonal perception of the ministry and his style in performing his ministerial responsi­ bilities or roles. The act of ministry is not confined to the church nor does the minister punch a tim eclock. He is on call to whomever feels they have need for his skills, whenever the need arises. Christ and the church. He is perceived by the community as an agent of G od, It is interesting to listen to members of a community as they speak of their understanding of the role and image of ministers in their community. A small sample of three opinion leaders w ithin the community of Edwordsburg, M ichigan were asked two questions: "What Is your perception of the role of ministers in the community: How do you think he could best serve the community?" 35 A school principal in this community perceived the minister's primary task as "propagation of the fa ith ." Secondly, he saw him as "liv in g apart from the com­ munity, not involved w ith the community, reclusive, introverted, stereotyped, nar­ row in outlook, narrow in perspective, not too bright, intolerant, narrow in contact, highly prejudiced, lim ited education, able to quote Psalm 23, but not knowing what to do with it outside the hollwoys of the church." When asked, "How do you think he could best serve the com m unity," the principal responded, "To eat meat with the sinners by being part of the community. First of a il, the hardest thing is to live the life he wants to live and not the woy his Board thinks he ought to liv e . everybody else in a community. he can't do. Just be himself. Just about everybody knows about They know what he stands for, whot he can do, what I would say to wolk around and get to know p e o p le .. .g etting involved w ith the community, the people, the working people. Too often the ministers just lim it themselves to their parishioners and leave them the way they found them when they (the ministers) came into the community. They just try to m aintain the Sunday School numbers or collections so they can pay the rent. Most of them do little else. "56 The principal seems to reinforce the research done by the G a llu p Opinion Poll Number 70 dealing w ith "Religion in America 1971." This study makes the claim that three of four adults say religion is losing influence on American M f e : ^ Table 1 RELIGION INCREASING OR LOSING INFLUENCE Losing % 1957 1962 1965 1967 1968 1969 1970 ................................ ................................ ................................ 14 31 45 57 67 70 75 Increasing % 69 45 33 23 18 14 14 No Difference % 10 17 13 14 8 11 7 No Opinion % 7 7 9 6 7 5 4 36 G a llu p also reported that 18% of the population claimed that the church is not meeting the needs of people. When asked, "Interest in organized religion in this country is declining at a rapid rate. How do you account for th is ," the following responses were re­ corded:*^ Table 2 People are changing - religion isn't important anymore ................................. 31% Church is not meeting the needs of the people .................... 18 People are concentrating on other outside interests, attractions ............................................... Religion is no longcr~being taught inthe home .... 9 S "I disagree" - Interest in religion Is not declining .............................................. 5 The world has become too materialistic .................... 3 The recent moral decay in U.S.............. ................. 3 Religion has become too money* oriented ........................................................... 2 Others 5 .......................... Don't know, no answer ................................................ 22 107%* ‘ Table adds to more than 100 per cent because of multiple responses. 37 The strong ogreement between the principal and item number two on Table 2 may be accidental or it may reflect a valid perception of the church and its professional ministry. This seems to indicate the church actually appears to the pub­ lic as irrelevant and unsatisfactory. In this small Southwestern M ichigan community where the school system appears to be the only unifing social force, the community education director was asked the same questions as the principal. W hile he couched his responses in less pointed tern.*, his perception of the task of ministry is not totally divorced from that of his colleague. "The minister should be a resource person in the community. I feel that he is a person who is there to be called upon in case of emergencies, to help bring the community together and solve community problems, to run his church as he feels is correct along with his board (lay administration), and get input from people in the community. I perceive him as making house calls to people in the community, in his church, hospital. . . not always a business c a ll, but a personal c a ll. I see him working w ith other agencies in the community and also other churches not connected with his particular church. I see him taking part in community projects and working with the school system in trying to better the educational process. "I can see him as a friend outside of the church. I see him as a normal human being and we should allow him to make mistakes as any normal human being. And to the final stage of the church would be to preach the Word of G od, and to try to en­ large his church through numbers, people attending whether every Sunday, also the extra activities he is involved w it h .. . "H e is a leader in the community. projects. He is a coun selor... He is a volunteer through community 38 "H e is custodian*. .a business manager. parsonage is kept up. He sees that the church and the To see that the church is kept up to the point that the com­ munity would like to see i t . " The business manager of this same public school system saw the task of the professional clergyman in his community this way: "The role of the minister in the community is one of maybe 20% significance in the community on Sunday morning as a spiritual leader. The balance of his role has to do with his responsibility to his congregation as a counselor, as a friend, as one to turn to in time of crisis. The balance then is to represent that congregation in the community, both spiritually and c iv ic m lndedly." 59 From these interviews, reinforced by the G a llu p Study, this researcher be­ lieves that the community at large may w ell see the professional minister as active in the church and as a guide, a friend, someone who Is capable of meeting perceived needs of the community. He has respect because of his o ffic e . His office would seem to be perceived as counselor, friend, trouble shooter, and protector of values. It is also apparent that those people interviewed both by this researcher and G a llu p per­ ceive that there is some distance between their role assignment for the minister and the minister's role production. W ith regard to the minister's role in the community as perceived by the church, Schuller, Brekke, Strommen report that the la ity view their ministers as serving a ll members of the community, members of the church or nonmembers. stand themselves as being a pastor to anyone wishing their services. The ministers under­ He is viewed by his fellow clergy and la ity as working for improvement and sometimes originating community service to persons w ith special needs. ^ 39 Table 3 KD IISIR IES TC T IE CCTMUNITV AND WORLD RANK clustih GRAND FACTOR CLUSTLH u mu Er ORLtR SOURCE MEAN .JUteLH j. TITLE HID description 23.5 P 5-97 1 11 PASTORAL SERVICE TO ALL (Reaching cut In ministering tc persons of all classes, wither mergers or net.) 25 T 5.E7 2 12 !-2SSJ0;J-Itn.T£D(.rSS (Stimulating a concT'egational response to world need tlut is reflective, tljeologicallybased, and sacrificial.) 32 T 5*6 3 1 13 uj itmoniajT of CCM’JUMTY SOTVICES (Working for Improvement and sometimes originating commity service to persons with special needs.') U2 T 5.^7 1 m pRarcTiai of uiirsiETAiamja of issues (Developing, using, and encouraging theologi­ cal, sociological, and psychological under­ standings in ministry.) ^5 T 5.19 1 15 support of ccncjiim causes (Active participation in social structures to improve the community.) U6 T 5.18 1 16 ACTIVE CONCERN FOR TIE OPPRESSED (Knowledgeably and earnestly wcrl.lng in behalf of minority and oppressed peoples.) *7 L 5.07 2 17 PERSONAL EVANGELISM (Aggressive approach to strangers and tJie unchurched, -ping to convert socic to Christianity.) 51 T *1.42 1 16 AGGRESSVE POLITICAL LEADERSHIP (Working actively, sometimes using the pressure of ccmmity groups, to protest and change social wrongs.) 53-5 T n.oo 6 19 PRECEDENCE OF EVANGELISTIC GOALS (Strong belief tlat efforts for the betterment of society are of minor lmjiortance by capari­ son with the evangelisation of all huran-liind.) 56 T 3.5 6 6 20 RESISTANCE TO COlvLlJm' INVOLVEKCLTS (Theologically conservative ministry tlat avoids directly confronting social change.) i imitative 40 The differences between clergy and la ity show potential tension between their m inisterial role perceptions. Cluster 11, however, illustrates that eight out of A 1 A9 ten clusters formed represent the concerns of the total group, both clergy and la ity : o l , w TABLE 4 Cluster 11: Professional PASTORAL SERVICE TO ALL (Reaching out In ministering to persons of all classes, whether members or not.} Load Item No. .62 1 *7 .59 .*2 Mean Item Olves pastoral service to all people with needs. ,:.3*9 15*. Encourages all classes of people to Join the congregation. r<*15 9 152. Ministers to persons In prison and their families, whether members of the congre­ gation or not. ••-.*11 . Grand Mean ■ 5.97 TABLE 5 Cluster 17: Lay PERSONAL EVANGELISM (Aggressive approach to strangers and the unchurched, hoping to convert some to Christianity.) Load Item No, Item Mean .75 135. Frequently approaches strangers to ask about the condition of their souls. 3.825 .66 116. Visits unchurched people to share the faith. 5.711 .59 123. Priorities in use of time indicate the belief that the one and only way to build an ideal world society is to con­ vert everyone to Christianity. *.323 .57 150. Seeks to bring everyone to know God's love in Jesus Christ. 6.*29 Grand Mean O n ly two are unique to the ministers of this sample; - 5-07 41 "The dimension 'Pastoral Services to A ll' (core cluster 11) derives from ministers. C lergy cle a rly have expectations of beginning ministers regarding their outreach to people of a ll social classes. In th eir v ie w , pastoral service is not to be restricted to members of the congregation but to include a ll w ith needs. That this d i­ mension does not emerge from the responses of la ity suggests that this concept is not as v ita l for fa lty as it is for clergy. "In contrast, only lay persons id en tified a dimension having to do w ith personal evangelism (core cluster 17). W h ile most la ity feel quite negatively about approaching strangers to ask about the condition of their souls, a significant number favor an aggressive approach to the unchurched. The concept of seeking people, hoping for conversions to C hristianity is a central dimension among lay persons that does not appear for c le r g y ." ^ Cluster 14 reports the perceptions of la ity and minister regarding the promotion of understanding of issues: ^ Table 6 Cluster 14: Total Oroup PROMOTION OP UNDERSTANDING OF ISSUES (Developing, using, and encouraging theological, sociological, and psychological understandings In ministry.) Load Item No. Item Mean .63 136. Demonstrates understanding or the Influ­ ence of social and psychological forces on people. 5-590 -63 131. * Explores theological Issues underlying current social movements. 5.351 .50 132. Helps youth Identify their gods and eval­ uate their adequacies. 5.605 .47 145. Identifies sociological characteristics of congregation and community. 5.219 .*«7 125. Invites professionals from the community to participate in congregational programs or services. 5*09* ■ .41 139. ■ t • Urges members to be both Informed and responsive to community needs. Grand Mean 5.933 - 5.47 42 Both clergy and laity represented in this sample seem to be saying that the minister should be promoting understanding of issues that could Influence the life of the community. They also seem to soy that promotion means more than speaking on the subject for the sake of understanding. It includes specifications such as mak­ ing contact with the p o litical life of the community and working a c tiv e ly to improve the schools and the condition in one's neighborhood. The la ity expect aggressive social involvement and community leader­ ship from their clergy/ but not as much as the clergy expect from themselves. reference to Table 7 below, measures that indicate intensity. differences that may cause conflict appear in the Ministers usually gave higher ranks of importance to Items in this section than the laymen: ^ TABLE 7 Contrasts in Average Ratings of Clergy and Laity on Community and World Items Item Ho. 126 130 136 137 131 149 In Community and World Items Average Ratings Clergy Laity Insists that political struggle Is a rightful concern of the church. 4.92 4.16 Pressures public officials on behalf of the oppressed. 4.93 4.21 Works to make sure that all peo­ ple are free to buy property In areas of their choice. 4.64 3.70 Organises study groups In con­ gregation or community to dis­ cuss public affairs. 4.89 4.18 Explores theological Issues underlying current social move­ ments. 5.76 4.95 Hakes contact with the political life and thought of the commun­ ity 5.40 4.70 •Average of all ratings (1 to 7) for items In the cluster, with 7 * "Highly Important." 43 The ministry to the community is viewed as a port of the clergyman's task and responsibility. The major differences between the layman and the minister are ones of priority and intensity. E. Some Perceived Sources of M in isterial Role C onflict Role conflict often occurs when the role expectation of the normative (Nom othetic) dimension is incongruous w ith the role expectation of the personal (Idiographic) dimension of given social institution. In simplistic language, the source of m inisterial role conflict rests w ithin the minister as he interacts w ith his church's la ity and his denominational o ffic ials . The id entification of the normative dimension w ith in the church (lo cal) from the perspective of the local minister is vague. W ho is it that a c tu a lly employs the m inister? Is it the local church who is his employer? Is the denomination that ordains him and appoints him to his charge his employer? Who or what is the insti­ tution that defines the role expectation of the m inister? The normative dimension is described by G e tz e l, Lipham and Campbell as the institution that defines its own role expectation for the individual with which it reacts. The term "institution" Is described as 1. "Purposive. Institutions come into being or are established to carry out certain goals. ..T h e purposes of the institution may be evaluated a gainst needs and goals of the social system (church) and the institutional practices may, in turn, be evaluated against the purposes of the institution. 2. "Institutions are Peopled. I f institutions are to carry out their functions, human agents are required. W e are, of course, concerned w ith people in their institutional sense.and not personalistic sense. The selective 44 criterion on which they are differentiated from their fellows is not what they are lik e or are not lik e idiosyncratically, but what they are supposed to do or not do in stitu tio n ally. To avoid confusion, we may adopt the term "actor" instead of "person" a t this level o f analysis. The selective nature of people in institutions has been described as follows: "L ike any social organization, an institutional organization is carried on by people who haven't come into organized relationships merely by c h a n c e .. . Every social organization. . . i s a system of exclusion as w ell as inclusion. It keeps out as w e ll as takes in - and to get in you have to conform to the institutional pattern: to get o fam ily, you marry; to join a business organization, you "buy in" or get hired in . ..T h e r e are a ll sorts of selective processes by which organizations pick and choose. The result in any specific case is always a selected personnel.' 3. "Institutions are Structural. To carry out a specific purpose requires some sort of organization and organization implies component parts w ith rules about how the parts should be in terrelated. 4. "Institutions are N o rm ative. The fact that tasks for achieving the institutional goals are organized into prescribed roles implies that the roles serve as norms for the behavior of the role incumbents. Each actor must behave in more or less expected ways i f he is to retain his legitim ate place ' * i - r in the institution. 5. "Institutions are Sanction-Bearing. The existence of norms is of no consequence unless there is adherence to them . A ccordingly, institutions must have at their disposal appropriate positive and negative sanctions for insuring com pliance, a t least w ithin broad lim its, to the norms. A review of the United Methodist Church's structure w ill te ll us that this denomination is more certainly an institution. But, who is it that employs and sets the role for the local m in iste r.. .th e local church or the Annual Conference? 45 In a taped interview w ith Bishop E. Ammons of the M ichigan Area of the United Methodist Church it was learned that the "conferences" of the church actually employ this minister, even though they do not a ctu ally pay his salarys Bishop Ammons: Every pastor, every United Methodist pastor, is a conference pastor. That is to say, each person in the United Methodist ministry has come through a regiment determined by the general church into the membership of an annual conference and once ordained, once taken into full membership on the vote of the clergy of the conference, that person becomes a member of the annual conference or a conference pastor, and is fin a lly amenable to the annual conference and is on appointment in the interest of the general church and annual confer­ ence. He is on appointment to local congregations where he is to serve, hopefully e ffec tive ly , as long as he remains e ffec tive and as long as the relationship is a creative one. But his basic point of a c ­ countability is the annual conference. Obviously, he can't work with a local church without in time d e v e l­ oping an a ffin ity , and some sense of accountability and responsibility to and for the local church. But, unlike the congregational system, in which the person is called and in which the local church votes on his/her acceptance, our pastors are appointed on the sufferage of the cabinet and bishop who represent the general church and the annual conference more specifically. Therefore, employees of the annual conference, serving the church in local stations., .th e local church 46 must be kept in contact w ith one very real fact and that is that they do not hire or fire pastors. They can establish profiles of expecta­ tions and they have a good deal of input as to what that local church senses its needs to be. Walsworth: Role expectations come from the la ity and the conference? Bishop: A bsolutely. Walsworth: Expectation generation comes in accordance w ith the D iscipline? Bishop: That's correct. Walsworth: And also the D iscipline becomes a more than general statement, a more specific statement comes from the cabinet? Bishop: They (expectations) are worked out between the cabinet and the com­ m ittee of the local church. There is a sharing In the development of the specifics. Walsworth: The fact this process is not generally perceived by the la ity is a cause for conflict? Bishop: O h , indeed, considerable c o n flic t. And, again, that's the reason I'm talking about It as much as I can these days. W e have got to help pastors and committees understand how we (the local church and the annual conference) re la te to each other. Walsworth: And this is a never-ending process? Bishop: I t is a never-ending process. ^ Confusion on the part of the la ity is understandable. salary. They are responsible for the house in which he lives. They pay the minister's He lives and works w ith them on a d a y -to -d a y basis. The conference officers are only sem i-vislble, 47 r e p r e s e n t a t iv e s appearing only a few times during the year. It is very easy for the local church to assume ownership o f the expectation process. C onflicts may result due to the unrealized structural realities. Role conflict also may appear because of differences in personal priorities. The minister may perceive certain tasks as more important than others. He may feel preaching is a top priority and his congregation may resent the tim e he takes to study in preparation for the Sunday morning sermon, resulting Sn c o n flic t. Schuller, Brekke, and Strommen indicate that there are many areas both general and specific when distance and incongruity appear between the la ity and the professional m inister. For an exam ple, the ministers of th e ir sample indicate a high significance in being a pastor to a ll persons in the community, where the la ity desired a more aggressive seeking o f converts. The clergy gives a higher value to being the change agent and the la ity does not completely concur. The la ity rate more important the keeping of youth interest, both those involved and uninvolved in the church, being skilled in teaching children and being effective w ith youth. The la ity seem to be comfortable with the traditional and have d iffic u lty w ith welcoming new races o f persons in the church and innovations in the worship. W h ile both clergy and la ity seem to agree the church should be involved in the p o litica l life of the community, they d iffe r in the aspect of providing leadership. The minister as a person functioning in the profession as practitioner carries certain expectations. Both the la ity and professionals in the sample project the need for the clergy to accept the perceived clergy ro le . personality traits expected of the clergy: 68 Table 8 deals w ith certain positive 48 TABLE 8 SECTION VI-A: H E HDJI3HR AS A PERSON (POSITIVE) iwt. CUJ-'.iJi GRAND FACTOR CLUSTER UlUJLR sxiha: MEAN HUMBER HUMBER TITLE AND DESCRIPTION 2 T 6.HI 4 42 FERSOKAL Em^RITY (Honoring commitments by can^lnG out promisee despite pressures to compromise.) 4 T 6.34 4 43 RESPONSIBLE FUUCTia.TRG (Showing cocpietence and responsibility by: completing tasks, handling differences of opinion, and growing In skills.) • e T 6.25 4 44 POSITIVE AFFROACH (Handling stressful situations by remaining calm under pressure while continuing to affirm persons.) 12.5 T 6.09 4 45 flexibility of sruur (Adaptability, balance, free sharing of views, and welcoming of new possibilities.) 17.5 P 6.09 46 REALISTIC TOLERANCE OF DIVERSITY (Strong enough acceptance and valuation cr diversity In people and Ideas to face the risks Involved In changes.) 29.5 T 5.06 A 47 ACCEPTANCE OF CLERGY ROLE (Having made peace with personal antitiens and the ministerial profession, and avoid lng use of the authority of the ministerial role to dominate arguments or gain personal advantages.) 3* T 5.01 7 40 MUTUALITY XH FAMILY COfvOTKEf.TS (Ag'eement in the minister's deep corr.ltment to family and the family's ccrmltment to his/her vocation.) 35 T 5.79 11 49 DSJOMDIATIOHAL LOYALTY (Acceptance of denomination*s directives and regulations while maintaining a collegial relationship with superiors and staff.) 37.5 T 5.72 1 50 CHAMPIONSHIP OF UIIFOrULAR CAUSES (A confident, vigorous participation in com­ munity affairs, willing to risk loss of popularity in support of a cause.) 49 A t thete traits indicate expectations, they also indicate points of possible incongruity. Knowledge of these expectations enable the minister to translate aw are­ ness to role acceptance or knowledgable rejection w h ile recognizing the potential for role conflict in these areas. This study also pointed out certain negative traits that would lead toward role c o n flic t. These are traits that in general both ministers and la ity of this sample would find unacceptable in ministers: ^ TABLE 9 EFCTlOfl V I-B : raj. t: H E KXNXSIZK AS A PERSON (NEGATIVE) CLUSTER GRAND FACTOR CLUSTER l-EAH NUMBER NUMBER ORDER SOURCE u n i Ate description P 3.2*1 3 51 SEjCULAP. LIFE STYLE (PartInc company with some ministerial stereo­ types by participating In a secularized life style.) 62 T 2.41 3 52 B-ETIOtlAL DTiMUJUTY (Actions that demonstrate irraturity, Inse­ curity, Insensitivity, and being buffeted by the demands and pressures o f the profes­ sion. ) 63 T 2.33 3 53 UNDISCIPLINED LIVING (Undisciplined and self-indulgent actions that Irritate, shock, or offend.) 64 T 2.21 3 54 SELF-SERVING KUJISTRV (Avoiding Intimacy and repelling rcopl® vdth a critical, demeaning, and Insensitive atti­ tude.) 59 • i • « ■ 60 61 T T 2,*Jll 2.4 2 3 63 3 64 l-VdJinUOTVE INSECURITY (Personal Insecurity expressed In grandiose Ideas and manipulative efforts to gain per­ sonal advantages.) IRRESPONSIBILITY TO TOE CONGREGATION (Through Independence and lack of discipline not placing oneself In a position of re­ sponsibility to the religious conrunity to be served.) This sample, as a group, singled our a self-serving ministry, undisciplined liv in g , and emotional immaturity as the most detrim ental to m inisterial effectiveness. Role conflict app eart to be a possibility as minister and la ity do not under­ stand or accept the structural realities of the church and i f the minister does not know the expectation of the denomination and the la ity . Role conflict also may appear if the clergy refuses to accept these expectations as normative. » It would seem that a process of continuing personal awareness and growth is essential if the minister wishes to m aintain an e ffec tive ministry w ith in his profes­ sion. This growing process, this awareness of self, o f need,of people and their needs and expectations may w e ll be the call for Continuing life Education. In the next part of this chapter, I w ill discuss a possible rote that Continuing Education may play in the management of perceived role c o n flic t. F. A Possible Role Continuing Education M ay Play in the Management of Ministers Percolved Role C onflict The meaning assigned to "role" both by the work done by Donold P. Smith and G e tzels, Lipham and Campbell indicates that "role" is related to a c tiv itie s or possibilities expected by the normative dimension of a social in stltu tlo n .^ T o accept a role means to become a player or an actor, acting out the expectations of those in ­ dividuals who seek your services. Continuing Education Is a process of learning manned by persons who teach, guide, and illustrate its possibilities to persons who would learn. Smith reported that research done by Hesser and M ills showed a signif­ icant correlation between high levels o f stress among ministers and an expressed need for Continuing Education^ In the summer of 1974, this researcher discovered this same result w h ile testing the instrument to be used for this research study. 51 This may indicafe the existence of role expectation held by the ministers who formed the sample of both studies. It may be saying that ministers turn to Con­ tinuing Education to relieve pressures. It is interesting to note that both Hesserand M iles and my study discovered that those sampled were not a c tiv e ly involved in Con­ tinuing Education. Perhaps this indicates that the perceived expectation is there, but the trust level is not. For some reason the pastors refused to spend the tim e, money, and effort to a c tiv ely design programs for their Continuing Education. In this section I intend to report what the literature reviewed says concern­ ing the role Continuing Education may play in the minister's management of his per­ ceived role con flict. Connolly C . Gam ble responds to the question, "Why do you need to con­ tinue your education?" 1. Need to supplement what you learned in school 2. To in itia te learning in response to new problems and changed situations 3. You need to continue your education as a means of personal development. 72 Gamble's reasons for Continuing Education are in effect expectations of Continuing Education. When the minister has needs such as these and attempts to meet them through Continuing Education, those needs become his expectations. The following was taken from an unpublished paper by Russell J . Kleis w h ile working with SACEM and the N ational Council of Churches. (SACEM is the acronym for The Society for the Advancement of Continuing Education for M inisters). 52 OBJECTIVES O F C O N T IN U IN G E D U C A TIO N FOR MINISTERS Generol O b je c tiv e ! There are three overall objectives for any program on continuing education For ministers. First/ such a progrrm should aim to sustain and further the church's fundamental and essentiol ministry in the w orld. It should take seriously the fact that the ministry to which the ordained minister is called is that to which the whole church is called / namely to be o worshipping, nurturing, teaching community whose mission is to celebrate, proclaim, and demonstrate love and to reach out in concern to a ll men. Second, the program should seek to help ministers increase their competence as leaders and their fulfillm ent as ministers ordained to the function of sustaining and equipping the whole people of God in their ministry to the w orld. Although the full burden of the ministry is by no means exclusively the responsibility of the ordained minister, never­ theless he exercises primary leadership on behalf of the church and he is one of the chief enabling agents by means of which the potential of the la ity for ministry may be released and reinforced. Third, and by no means least In importance, the program must reflect the church's pastoral care for a ll its members, among whom are its ordained ministers. It must therefore express the church's concern for their personal lives and relationships. Intermediate Objectives It is recognized that the minister shares certain responsibilities with o il persons, that he shares certain additional responsibilities with oil persons who exercise (eada-ship, and that he shares unique responsibilities w ith others who are ministers. Continuing education objectives for ministers ore therefore arranged in these three categories: I. O bjectives derived from the fact that he is a person, with a need to grow in self-understanding and competmcein relation to other persons: A. To fa c ilita te the minister's growth as a person: 1. in relationship to God, himself, his w ife and fam ily, and others who comprise his w orld. 2. In the major adjustments of life (marriage, children, vocation, retirem ent). 3. In the effective use of time and other resources. 53 B. II. To fa c ilita te the minister's growth as a member of society: t. in understanding and coping w ith complexity and rapid change in the p o litic a l, social, and economic world in which he lives. 2. in appropriately relating to the power structures of the world in which he is called to work. 3. in understanding and e ffec tive participation in the p o litic a l, social, economic, and educational processes of his community, rqjion, and nation. O b jectives derived from the fact that he is a leader: A. B. To fa c ilita te the minister's growth as a professional colleague: 1. in recognizing and respecting the special competence of other professional persons, 2. in expanding communication w ith and among experts, 3. in enlisting the contributions of appropriate experts in the ministry of the church, 4. in recognizing and cultivating the potential for an interdisciplinary approach to problems. To fa c ilita te the minister's growth as an Inquirer and analyst of the phenomena of life : 1. In developing his in telle c tu a l curiosity, 2. in becoming a "learning" w e ll as a "learned" person, 3. ?n developing his capacity to ask meaningful questions, 4. in becoming aware of and sensitive to the crisis exper­ iences In the lives of people and in the interpretations of them in contemporary mass m edia, literatu re, and the performing arts, 5. in using opportunity for in ter-d iscip lin ary study and dialogue. 54 C. III. To fa c ilita te the minister's growth os an educator: 1. in developing effectiveness in his important role as teacher, 2. in developing skill in teaching others to teoch and in e ffe c tiv e supervision of the teaching-learning enter­ prise, 3. in improving his competence as a counselor, 4. in cultivating o counseling relationship w ithin the church. O b jectives derived from the fact that he is a minister: A. B. To fa c ilitia te the minister's growth as a theologian: 1. in clarifying his theological insights, 2. in developing his a b ility to properly exegete and understand the b ib lic a l te x t, 3. in relating these insights and skills to the w orldly existence which he shares w ith others. To fa c ilitia te the minister's growth in understand and perfor­ mance of his specialized functions in the church: 1. in his skill in the creative employment of the total resources of the church in ministry, 2. in the various skills required in his particular ministry, such as preaching, counseling, administering the sacraments, leading in worship, e t c ., and in their in te r-re la tio n , 3. in the operational aspects of his roles as administrator in a parish and as officer in the church hierarchy, cognizant of his potential for ordering and integrating the institutional aspects of the church's ministry, 4. in the knowledge and skills needed in specialized ministries, 5. in appreciating and coping w ith the changing nature of his role as both church and society change. 6. in participation and leadership in the inter-confessional, ecum enical, and in te r-fa tth aspects of the church's ministry. 55 * Gam ble Hits certain incentives to continue ones education that when acted upon may w e ll become additional expectations: 1. To be more competent 2. To look for s e lf-fu lfillm e n t 3. To understand some subject better 4. To rethink the priorities of life 5. To move out of your isolation and into an a ttra c tiv e setting w ith a change of pace and new associations 6. To escape parish frustrations for a time 7. The promise of higher status and prestige. 73 The correlation factor between G am ble and Kleis is rem arkable.. It would seem to illustrate parallel thinking w ith regard to the role of Continuing Ed­ ucation in the professional and personal life of the minister, as w e ll as many pro­ fessionals. Perhaps these same expectations illustrate a possible role ministers expect Continuing Education to play In their learning to manage the perceived role conflicts w ith which they must d e a l. A SU M M AR Y STATEMENT In Chapter I I , this researcher has reviewed selected literature that he perceived to be related to this study. The general outline of this chapter was as follows: The Role and Function of the M inister Professionalism as it Relates to the M inister Sources of Perceived Role C onflict 56 A Possible Role Continuing Education M ay Play in the Management of a M inister's Perceived Role C o n flic t. The literature reviewed spoke to these topics. According to the literature, the minister's role and function was described by Blizzard and am plified by Glasse w ithin Blizzard's six operative tasks: . 1 Preacher 2. Priest 3. Pastor 4. Teacher 5. O rganizer 6 . Administrator Each task seems to represent a possible role expectation generated by the church's officers and its la ity . skill and effective competence. The minister is expected to perform these tasks w ith O n e competence, i . e . , possessing the tools with which to accomplish a task, is judged continually as one functions, not acknowledged once and assumed forever. criterion for a professional. The search for competence has long been accepted as a A minister or other professional being less than com­ petent is one cause for role c o n flic t. Glasse and others m aintain that the minister is a professional. He applies Greenwood's criteria for professionalism to the functional tasks o f ministry as put forth by B lizzard . The conclusion drawn as a result o f this process Is the placing of ministry as a profession. Role conflicts a ffec t the lives and the effectiveness of ministers and the churches they serve. The perception of role conflict occurs when incongruity exists / 57 between the nomothetic dimension and the idiographic dimension of the church. In this case we are dealing specifically w ith the United Methodist Church's West M ichigan Annual Conference. Identifying the nomothetic and the idiographic dimensions of the West M ichigan Annual Conference yielded the follow ing results: The D iscipline of the United Methodist Church * The Bishop and His Cabinet N om othetic Dimension The Annual Conference The Loity of the Local Church Idiographic Dimension The Individual M inister Role conflict seems to appear when the individual minister does not function accord­ ing to the expectations of the nomothetic dimension of the church. This conflict seems to occur as a result of poor communication between the real factors that make up this dimension. W e saw evidence of this in Bishop Ammons statement on page Authors such os Glasse, Biersdorf, G am ble, Rough, Smith and others assert that Continuing Education may play a positive role in the ministers assuming the a b ility and competence to manage his perceived role co n flic t. M ore s p e c ific a l­ ly , what is the role Continuing Education plays in the management of role co n flic t? Donald Smith uncovered research by Hesser and M ills that indicated a significant correlation between high levels of stress among minister, and an expressed need for Continuing Education. The relationship between stress and role con­ flic t can, perhaps, be viewed as cause and e ffe c t. that gives rise to stress among ministers. Role conflict may be a factor Research done by Larson has forced him to conclude that role conflict takes ministers out of the ministry more than any other factor. Role conflict might w e ll be the major cause of stress among ministers. I f this is true, ministers may turn to Continuing Education in times of stress. Do ministers of the West M ichigan Annual Conference perceive Contin­ uing Education as an effective tool in the process of managing their perceived role conflicts? In the following chapter a research design w ill be presented hopefully to answer that and other significant questions. CHAPTER lit RESEARCH D ESIG N The research procedures used in this investigation are described below. This portion of the dissertation describes the setting of the study, the population, the selection of the sample, the research questions to be examined, the methods used to obtain the data, and the statistical procedures used to analyze the data. This investigation was conducted in the West M ichigan Annual Conference of the United Methodist Church. This conference covers geographically the western half of lower M ichigan. TheseUnited Methodist churches range from rural churches to central city and inner city congregations. The membership range moves from the smallest of 12 to the largest of 2 ,3 7 6 . The population of this study is the 232 United Methodist ministers who are ordained Elders, who have been received into full.conference membership, and are serving churches under pastoral appointment in one of the six districts of this confer­ ence. Because the population is fin ite , the sample number was discovered by use of the formula P± Z T j P y 7 n -q ) sj N ~Tj Through this procedure a sample size of 67 was achieved. The re lia b ility level is 90% w ith a chance of error + or - 3 .5 % . The sample was then randomly selected. The data collection devices selected were questionnaire and personal Interview . These devices were tested in the Northern Indiana Conference of the 59 60 U nited Methodist Church. A fte r testing, these devices were then analyzed and rewritten for usage in the West M ichigan Annual Conference. The questionnaire gave data related to the minister's perception of his source of role concept, his agreement level with his source o f role concept, his level of role conflict management w ith his source of current role influence. Also analyzed was his level of conflict management w ith those persons who influenced the development of the role concept. The questionnaire also indicated his feeling concerning the importance level of ministers in the community and other data con­ cerning their perception of the importance of Continuing Education on their role concept and the level of management of role conflict perceived by the respondent. The personal interview was designed to place the respondent a t a point on a continuum describing his level of participation in Continuing Education. The minister being interview ed was asked to define Continuing Education as he perceived It; asked if he had goals defined and If he had a personally organized program of Continuing Education. He was also asked to name those areas where he felt Con­ tinuing Education was needed in his profession. Each interview was tape recorded. The major purpose of this study was to discover if Continuing Education has a positive effect on a minister's a b ility to manage his perceived role conflict and his perceived role concept its e lf. The questionnaire was given to the sample a t A lb io n C olleg e during the Annual Conference's yearly m eeting. Those who missed that session were invited to f ill out the questionnaire a t the Annual Pastor's School. completed the questionnaire. The total selected sample 61 The personal Interview was conducted by telephone and personal contact. The questions to be asked were printed to ensure continuity and to guard against re­ searcher pollution. The complete sample was interviewed and the tapes of each interview were transcribed for analysis. The analysis of the interview aided in the placement of the respondent at a level of participation in Continuing Education. There w ere five separate graduating levels defined: Level O The level was entitled The Floater Level. These respondents show signs of thinking about Continuing Education. However, they cannot define Continuing Education, and express no plan that appears to be related to Continuing Education, no goals that might lead to Continuing Education. Level I The Reflective Level. These respondents show evidence of thought that Continuing Education might be of value to them. However, they have not yet acted upon any intentionally planned program. Level II The Planning Level. These respondencts exhibit evidence of planning and organizing a Continuing Education program for themselves. Level III The Involvement Level. These respondents w ill be considered "involved" i f they expend time in following personally-planned Continuing Education programs. 62 * Level IV The Continuing Commitment Level. These respon­ dents have planned a Continuing Education program w ith a d e fin ite goal or set of goals in mind. Their program is designed from perceptions of growth needs w ith in their personal and professional lives. These levels of participation in Continuing Education constitute the dependent variab le and were referred to in the investigation as the Y v a riab le . The assignment of the level of participation in Continuing Education was the result of analysis of the respondent's interview tope and his response to questions Number 5 and 6, 7A through 11A in the questionnaire. The independent variables were id en tified from the w ritten questionnaire. These variables were: 1. Question number one (x^) id entified to the computer as SY or the number of years the respondent has held Elders Orders in the church. 2. Question number two in the questionnaire (x^) which was id entified to the computer as US, Identifying the undergraduate school from which the respondent received his AB or BS degree. 3. Question number three (x^) was identified to the computer as SM w ith a number follow ing that indicating the seminary from which the respondent received his d iv in ity degree. 4. Question number four contained three variables (x^ - These were coded X A , XB, X C . - x ^ ). XA id entified the minister's perception of his church from the follow ing descriptive abstractions: 63 XA = XB = XC = 1. Inner c ity /c e n tra l city 2. Suburban 3. Small Town 4. Rural 1. Conservative 2. M id d le of the road 3. Liberal 4. Charismatic 1977 Budget Size 1. $ 5 1 ,0 0 0 or above 2. $ 4 1 ,0 0 0 - $ 5 0 ,0 0 0 3. $ 3 1 ,0 0 0 - $ 4 0 , 0 0 0 4. $ 2 1 ,0 0 0 - $ 3 0 ,0 0 0 5. Less than $ 2 0 ,0 0 0 (These figures were general categories and not expected to represent exact budget s iz e .) 5. Question number five (x^) was Id en tified to the computer as SB or "Do you feel Continuing Education should be a part of a minister's a c tiv itie s ? " The affirm ative answer was coded as the number 5 and the negative was assigned the number 10. 6. Question number six (x®) was id en tified to the computer as VI or "Are you involved In Continuing Education?" The affirm ative answer was coded as the number 5 and the negative response was assigned the 64 number 10. This question gave the researcher the perception of involve­ ment and was also used in the assignment of the level of participation in Continuing Education along w ith Question number 5 . I f the respondent answered in the affirm ative, he was then directed to answer questions 7A through 1 IA . This was done to determine: His perceptions of his involvement level The number of Continuing Education activities he participated In per year The number of hours he spent in Continuing Education per week W hether Continuing Education was more of a personal enrichment experience or professional demand The level of importance Continuing Education was to him. As w ith questions fiv e and six, the above information was helpful in assigning the respondent to a level of participation in Continuing Education (Y ). If the respondent answered question six in the negative, he was asked to answer questions 7B through 9B. This was done to determine: His perceived reasons for non-participation His perception of how important Continuing Education might be to him, and The number of hours he spends in study of material other than that needed for sermon preparation. 65 7. Question number 7A (x^) was identified to the computer os L and was coded: 8. 1* I spend a great deal of time 2. I spend aio t of lime 3. I spend some time 4. I spend hardly any tim e Question number 8A (x^®) was identified to the computer as A and was coded: 9. 1. M ore than 12 a c tiv itie s per year 2. 10 - 12 a c tivities per year 3. 7 - 9 activities per year 4. 4 - 6 activities per year 5. 1 - 3 activities per year Question number 9A ( x ^ ) was Identified to the computer as T and was coded: 1. 10 hours per week spent in Continuing Education 2. 6 hours per week spent in Continuing Education 3. 2 hours per week spent in Continuing Education 4. Number of hour^/day p e r ______ (Number 4 was converted into hours per week and affixed of one of the above le v e ls .) 10. Question number 10A ( x ^ ) was identified to the computer as D and was coded: ' 1. Personal enrichment 66 11. 2. Professional demand 3. Equally both C'uestion number 11A ( x ^ ) was identified to the computer as 1 and was coded: 12. 1. Very important (Continuing Education to respondent) 2. Important 3. N eutral 4. N ot very important 5. Unimportant Question number 7B ( x ^ ) was identified to the computer as R and was coded: 1. It ta k e away from my ministerial duties (reason for non­ involvement in Continuing Education). 13. 2. It takes time away from my fam ily. 3. It costs too much money. 4. I see no value in Continuing Education. 5. M y congregation would not approve. Question number 8B ( x ^ ) was identified to the computer as C and was coded; 1. Very important (importance of Continuing Education to negative respondent. 2. Important 3. N eutral 4. N o t very important 5. Unimportant 67 14. Question number 9B ( x ^ ) was identified to the computer as E and was coded: 1. 10 hours per week (stud/ other than for sermon) 2. 6 hours per week 3. 2 hours per week 4. Number of hours/day p e r _____ (This was handled in the same manner as Question Number 9A) 15. Question number 12 ( x ^ ) dealt with the minister's perceived importance to the community in which he served. It was identified to the computer as variable H and was coded:' 1. Most important 2. Important 3. Neutral 4. N o t very important 5. Unimportant 16. Question number 13 ( x ^ ) dealt w ith the minister's perception of how important he should be in the community. This variable was intro­ duced to the computer as Z and was coded: 1. Most important 2. Important 3. N eutral 4. N o t very important 5. Unimportant 68 17. Question number 14 ( x ^ to x^6) asked the respondent to indicate the level of influence on the development of his role concept by these sources of possible influence: SA - 2 M inister with SB - 8 Parents whom he hod contact os o youth SC - 14 W ife and children SD - 20 District superintendent pre-June 1977 SE - 26 Bishop SF - 32 Colleagues in ministry SG - 38 SH - 44 Pastor-parish relations committee Seminary This variable was introduced to the computer as SA through SH and was coded 2 through 44, 18. Question number 15 ( x ^ - x *^ ) dealt with the level of influence exerted by the same influences as question 14. These variables were introduced to the computer as IA through IH and coded in the same manner as question number 14, 19. Question number 16 (x^5) dealt w ith the minister's feelings toward the effect Continuing Education has had on his role concept. variable was introduced to the competer as P and was coded: 1. Very positive 2. Helpful 3. N eutral 4. N ot helpful 5. V ery negative This 69 20. Question number 17 (x^6 - * 3 9 ) the minister to indicate the object of his primary service in the ministry. These variables were f introduced to the computer as Q171 through Q 175 and were coded: 1. Local church 2. United Methodist Conference 3. God 4. Local community 5. United Methodist District 21. Question number 18 (x^O - x^®) dealt w ith the agreement level of the minister w ith the role concepts held by certain influences. These variables were introduced to the computer as A A *A I and were coded: Yes No 1 2 3 4 5 2 8 14 20 26 2 2 . Question number 19 (x^9 - dealt w ith the level of concept management experienced by the minister w ith the same sources as question 18. These variables were introduced to the computer as CA to Cl and the responses were coded: 2. = C o n flict has been resolved 8. = M anageable 14. - M anageable, but uncomfortable 20. = Unmanageable 70 23. Question number 20 (x^®) asks the respondent to in dicate if Con­ tinuing Education has benefitted them in their management of role c o n flic t. This variable was introduced to the computer as B and the responses w ere coded: 24. 1. Yes, very much 2. Yes, some 3. I don't know 4. N o , not much 5. N o , none a t a ll Question number 21 was not introduced to the computer nor were the responses considered an x factor. This question simply asked the respondent to list the three areas where the minister fe lt he and his c o l­ leagues in ministry should continue th e ir education. This list w ill be compiled and then analyzed by frequency. The data w ere collected and organized for computer analysis. The O ffic e of Applications Programing at M ichigan State University's Computer Center was en­ listed for its assistance in selecting a program that would y ie ld s c ie n tific a lly sound results. The program that was chosen was called Statistical Package for the Social Sciences (SPSS). The computer was programmed to organize the data into frequency distributions. Measures of central tendency were c alcu lated . means and medians were assigned. The model score, the Measures of v a ria b ility were applied to the d a ta . Range and standard deviations were calculated. 71 The data were then subjected to a statistical stepwise regression to e v a l­ uate the v a lid ity of the responses w ithin the questionnaire. I f the regression indicated the respondent's answers showed v a lid ity , further investigation would be warranted. Following the stepwise regression, a complete correlation matrix was demanded of the computer. A ll variobles were tested for possible correlation. Sig­ nificance was set at the . 10 le v e l. I These variables were then tested for dependency or independency to indicate possible co-relationship. was used. The SPSS program called "crosstabs Chi-Squares" The significance level was . 10 and any values greater than . 10 were judged to be independent. When these statistical procedures were completed, a committee of three men was formed to jointly discuss and analyze the data. M r . Rich Unslcker of Elkhart, Indiana was chosen because of his experience w ith statistical procedures in industry. M r. Unsicker is employed by M iles Laboratories, In c . as a Senior Laboratory Assistant in the Manufacturing Processing Analysis Department. His assistance was very much appreciated. The second member of the committee was M r. Fred Barney of the A p p li­ cations Programing O ffic e , Computer Center, M ichigan State University. His expertise in the use of statistics and the use of the SPSS program gave scientific foundation to this study. This researcher was the third member of the committee. The data read-outs from the computer were organized, the research questions were assembled and time was set to analyze and discuss the possible 72 im plications of the co-relationships of the variables. Discussions were recorded on tape and used in the final analysis of the study. Research Questions Question Number 1 - Is there a relationship between the minister's level of participation in Continuing Education and his perceived a b ility to manage perceived role conflicts? Question Number II - Is there o relationship between the minister's perceived source of role concept and his perceived a b ility to manage role conflicts? Question Number III - Is there o relationship between the minister's agreement with perceived role concept sources and his a b ility to manage role conflicts? Question Number IV - Is there a relationship between the minister's level of participation in Continuing Education and his perceived level of importance in the community? Question Number V - Is there a relationship between the minister's perceived level of importance in his community and his perceived a b ility to manage perceived role conflicts? Question Number VI - Is there a relationship between the level of the minister's participation in Continuing Education and his role concept sources? Question Number V II - Is there a relationship between the minister's perceived level of participation in Continuing Education and his perceived relationship w ith his District Superintendent? 73 Question Number V III - Is there a relationship between the minister's level of participation in Continuing Education and his perceived re la tio n ­ ship w ith the local church's Pastoral Relations Com mittee? Question Number IX - Is there a relationship between the minister’ s level of participation in Continuing Educati on and his perceived a b ility to manage his perceived role conflict w ith his w ife and fam ily? Question Number X - W hat is the distance, i f any, between the respon­ dents definition of Continuing Education and the defin itio n used in this paper? The variables of the study were then applied to the research questions for further analysis. study. Chapter IV w ill contain a detailed report on the findings of this CHAPTER IV A N A LY S IS O F RESULTS A. Introduction The data have been collected, analyzed by computer and have been studied, interpreted and the results w ill be presented in this chapter. The research questions w ill be stated and those variables that were perceived to speak to these questions w ill be id en tifie d . The results of the frequency tests, the test of possible correlation and the Chi-square procedure w ill be presented. The frequency tests w ill indicate the perceptions of the respondents and w ill be reported where these perceptions seem to be ap p lic a b le . The tests of correlation were considered as weaker evidence pointing toward possible significant relationships between the variables. scaling process. It appears the tests of correlation depend a great deal on the Because of this situation even significant correlations a t the . 10 level w ill be considered as weak evidence needing further analysis. The crosstobulation tests (chi-squares) were considered stronger evidence. B. Question I. IsThere a Relationship Between the M inister's Level of Participation in Continuing Education and His Perceived A b ility to Manage Perceived Role C o n flict? _________________________________ The level of participation In Continuing Education was tested for possible correlation with those variables related to role conflict management. Chi-squares were developed to test for dependency or independency between those variables. 74 75 Variables tested against the level of Continuing Education were: Level of Role C onflict W ith CA Ministers w ith whom minister had contact as a youth CB Parents CC W ife - children CD District superintendent pre-June 1977 CE Bishop pre-June 1977 CF Colleagues in ministry CG Pastor-Parish Relations Committee CH Seminary Cl O th er sources Frequency Distributions Related to Question I 1. The frequency distributions for the Y variable (the level of participation In Continuing Education) are as follows: TABLE 10 Cumulative Frequency Absolute Frequency Relative Frequency Level 0 16 2 3 .9 % 2 3 .9 % Level 1 25 3 7 .3 % 6 1 .2 % Level 2 6 9 .0 % 7 0 .1 % Level 3 12 1 7 .9 % 8 8 , 1% 1 1 .9 % 100. 0 % Level 4 67 100. 0 % 76 The examination of the frequency distributions would seem to indicate that 6 1 .2 % of the sample fa ll into Levels 0 or 1. They appear to be only at the floater level or at the planning stage of involvement in Continuing Education. N in e percent of the sample appears to be accepting Continuing Education as a part of th e ir m inisterial lives worthy of personally planned time expenditure for personal and profes­ sional involvem ent. Seventeen point nine percent fa ll into Level 3 and eleven point nine percent scored in Level 4 . 2. V a riab le B = D id the ministers perceive Continuing Education experiences assisted them in the management of role conflicts? TABLE 11 Absolute Frequency Relative Frequency Cum ulative Frequency 1 .Y e s , very much so 20 2 9 .9 % 2 9 .9 % 2 . Yes, some 40 5 9 .7 % 8 9 .6 % 6 9 .0 % 9 8 .5 % 1 1 .5 % 100. 0 % 0 0 100. 0 % 3.1 don't know * • 0 z not much 5 . N o , none at a ll 67 100. 0 % The examination of the frequency distribution would seem to indicate that 2 9 .9 % of the sample fe lt Continuing Education assisted them in their role conflict management. It would also seem to indicate that 5 9 .7 % of the sample believed Continuing Education was o f some help in their manage­ ment of role conflict, and that 9 .0 % did not know if Continuing Education 77 assisted them in their role conflict management. O n ly 1 .5 % of the sam­ ple fe lt Continuing Education did not help them much. N o one in the sample fe lt completely negative toward the effect of Continuing Edu­ cation on their role conflict. 3. CA = The level of a b ility to manage role conflict with ministers w ith whom the respondent had contact with as a youth. TABLE 12 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 31 4 6 .3 % 4 6 .3 % C onflict M anageable 34 5 0 .7 % 9 7 .0 % 2 3 .0 % 100. 0% 0 100. 0% M anageable but Uncomfortable Unmanageable JL 67 100. 0% The examination of the frequency distribution seems to indicate a high percentage of resolved conflict and manageable conflict (9 7 .0 % ). 3 % fe lt their conflict was manageable but uncomfortable. None felt the role conflict was unmanageable. 4. parents. O n ly CB = T h e level of a b ility to manage role conflict w ith their 78 TABLE 13 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 34 5 0 .7 % C onflict Manageable 30 4 4 .8 % 2 3 .0 % 9 8 .5 % J_ 1 .5 % 100. 0% 67 100. 0% M anageable but Unfortable Unmanageable 5 0 .7 % ' 9 5 .5 % The examination of this frequency distribution seems to indicate a 50% conflict resolution level and a 4 4 .8 % conflict manageable le v e l. O n ly 3 % of the respondents fe lt they could manage the role conflict but it was uncomfortable and only 1 .5 % fe lt they could not manage the role con­ flic t w ith their parents a t a ll. 5. CC - The level of a b ility to manage role conflict w ith the respondent's w ife and children. 79 TABLE 14 Absolute Frequency Relative Frequency Cum ulative Frequency C onflict Resolved 36 5 3 .7 % 5 3 .7 % C o n flict M anageable 30 4 4 .8 % 9 8 .5 % M anageable but Uncomfortable Unmanageable 0 0 J_ 1 .5 % 67 100. 0% 9 8 .5 % 100. 0% The examination of the frequency distribution seems to indicate that 5 3 .7 % of the sample fe lt their role conflicts w ith their wives and children were resolved. Another 4 4 .8 % perceived the existence of conflict but fe lt that the role conflict was m anageable. O n ly 1 .5 % of the sample fe lt their role conflict w ith their w ife and children to be unmanageable. 6. CD - The level of a b ility to manage role conflict w ith the respondent's district superintendent. 80 TABLE 15 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 28 4 1 .8 % 4 1 .8 % C onflict Monogeable 35 5 2 .2 % 9 4 .0 % 4 6 . 0% M anageable but Uncomfortable Unmanageable _0_ 67 100. 0 % 0 100. 0 % The examination of the frequency distribution seems to indicate that 4 1 .8 % of the sample perceived their role conflicts w ith the district superintendent had been resolved. O ver half, 5 2 .2 % of the sample felt role conflict w ith the district superintendent but that the conflict was at a manageable le v e l. O n ly 6 .0 % of the respondents fe lt that their role conflict was monogeable but uncomfortable. role conflict w ith the district le v e l. N o one In the sample perceived their superintendent was at the unmanageable 81 7. CE = The level of a b ility to manage role conflict w ith the respondent's bishop. TABLE 16 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 24 3 5 .8 % 3 5 .8 % C onflict Manageable 37 5 5 .2 % 9 1 .0 % 5 7 .5 % 9 8 .5 % _ 1_ 1 .5 % 100. 0% 67 100. 0% M anageable but Uncomfortable Unmanageable The examination of the frequency distribution seems to indicate that 3 5 .8 % of the sample felt their role conflict with the bishop has been resolved. O v e r half, 5 5 .2 % , perceived the existence of role conflict w ith the bishop at the manageable le v e l. O n ly 7 .5 % felt their role conflict was manageable but uncomfortable and 1 .5 % perceived their conflict w ith the bishop as unmanageable. 82 8. CF ~ The level of o b ility to monoge role conflict with the respondent's colleagues in the ministry. TABLE 17 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 22 3 2 .8 % 3 2 .8 % C onflict Manageable 43 6 4 .2 % 9 7 .0 % 1 1 .5 % 9 8 .5 % J_ 1 .5 % 100 .0 % 67 100. 0% M anageable but Uncomfortable Unmanageable The examination of the frequency distribution seems to indicate that 3 2 .8 % of the respondents fe lt their role conflict with colleagues in the ministry had been resolved. Almost two-thirds, 6 4 .2 % , perceived the existence of role conflict and fe lt that It was manageable. O n ly 1 .5 % each responded in the "C onflict manageable but uncomfortable," and "C onflict unmanageable" categories. 83 9. CG = The level of a b ility to manage role conflict w ith the respondent's Postor-Parish Relations Committee. TABLE 18 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 22 3 2 .8 % 3 2 .8 % C onflict M anageable 33 4 9 .3 % 8 2 .1 % M anageable but Uncomfortable 12 1 7 .9 % 100. 0 % Unmanageable _0_ _0____ 67 100. 0% The examination of the frequency distribution seems to indicate that almost one-third (3 2 .8 % ) of th 6 sample fe lt that their role conflict w ith the Pastor-Parish Relations Committee was resolved. N e a rly h a lf (4 9 .3 % ) of the respondents perceived their role conflict w ith the committee as being manageable, w h ile 1 7 .9 % categorized this area of role conflict as manageable but uncomfortable. manageable category. There were no responses in the un­ 84 10. CH = The level of a b ility to manage role conflict w ith the seminary from which the respondent graduated. TABLE 19 Absolute Frequency Relative Frequency Cumulative Frequency C onflict Resolved 31 4 6 .3 % 4 6 .3 % C onflict Manageable 29 4 3 .3 % 8 9 .6 % 7 1 0 .4 % 100. 0% Manageable but Uncomfortable Unmanageable _0 67 0 100. 0% The examination of the frequency distribution would seem to indicate that 4 6 .3 % of the sample perceived their apparent role conflict w ith the semi­ nary resolved. ageable. N e a rly as many (4 3 .3 % ) perceived that conflict as man­ O n ly 1 0 .4 % termed the role conflict manageable but uncomfortable and none of the respondents indicated it to be unmanageable. Tests of Correlation and Chi-Squares as Related to Question I The levels of significance accepted for correlation and Chi-squares was . 10 or below. correlations: The results indicated the existence of three significant 85 Vorioble Sign of the Correlation Y w ith CB N egative Y with CC N eg ative Y w ith B N eg ative Y with C C , CB Y - The level of involvement in Continuing Education CC = The level of conflict management with w ife and children CB = The level of conflict management w ith parents 26 20 Y 14 negative correlation 8 2 0 2 8 14 20 CB and CC Scale Y = 2 = Level 0 26 = Level IV CB and CC - 2 — C onflict Resolved 20 = C onflict Unmanageable The sign of |he correlation was negative which means that there is I an inverse relationship between the variables. As the level of p ari ticip ation increases, conflicts w ith the respondent's w ife and i children and w ith his parents become more manageable. 86 Y w ith B Y = the level of participation in Continuing Education B - the respondent’s perception of the level o f assistance he has received from Continuing Education in the management of role conflict 26 20 14 negative correlation 8 2 0 1 2 3 4 5 B Scale: Y = 2 = lowest level of Involvement 26 - highest level of involvement B = I = Yes, Continuing Education has very much helped the respondent in managing role conflict 5 = no, none at a ll The sign of the correlation was negative which means that there is an inverse relationship between the variables. As the level of participation in Continuing Education moves toward more involve­ ment, he seems to feel that Continuing Education Is a more posi­ tiv e assistance in managing his role conflict. 87 There appeared to be no significant relationship between Y and the remaining variables. Independency The Chi-square procedure indicated the appearance of indepen­ dency between Y and the variables related to Question I . Summary of Question I Is there a relationship between the minister's level of participation in Continuing Education and his perceived a b ility to manage role conflict? The respondents seem to perceive themselves as receiving positive assistance from Continuing Education in the management of their perceived role con flict. Eighty-nine and six-tenths percent of this sample saw Con­ tinuing Education as an aid in the management of role con flict. Ten and five-tenths percent seem to be undediced or fe lt Continuing Education did not help much in their management process. A review of the frequency distributions describing the respondents' perception of their a b ility to manage their role conflicts would seem to indicate a high level of management a b ility . O n ly a small percentage seems to feel uncomfortable in their role c o n flic t. These percentages were: Sources of Role C onflict Colleagues in the ministry Their parents W ith ministers whom he hod contact as youth The district superintendent The bl shop The seminary from which he graduated Pastor-Parish Relations Committee % of the sample 1 .5 1 .5 3 .0 6 .0 7 .5 1 0.5 1 7 .9 88 The respondents reported a very small percentage of conflicts that appeared to be unmanageable: Parents W ife & children Bishops Colleagues In the ministry 1 ,5 % 1 .5 % 1 .5 % 1 .5 % The correlation study indicates significant relationships with colleagues and w ife and children. The Chi-square test of independency and dependency seems to indicate independency between these variables. The sample seems to feel Continuing Education has assisted them in their management of role conflict. They report feeling some role conflict w ith certain persons, however, statistically there seems to be only weak evidence supporting this perception. C. Question I I . Is There a Relationship Between the Minister's Perceived Source of Role Concept and His Perceived A b ility to Manage Role C onflict? The variables tested against each other were: SA Ministers with whom he had contact as a youth SB Parents SC W ife - children SD District superintendent SE Bishop SF Colleagues in ministry SG Pastor-Parish Relations Committee SH Seminary 89 Source of Concept (Current) IA Ministers w ith whom he had contact as a youth IB Parents 1C W ife - children ID District superintendent IE Bishop IP Colleagues in ministry IG Pastor-Parish Relations Committee IH Seminary Level of C o n flic t Management with: CA Ministers w ith whom he had contact as a youth CB Parents CC W ife - children CD District superintendent CE Bishop pre-June 1977 CP Colleagues in ministry CG Pastor-Parish Relations Committee CH Seminary Cl O th e r significant sources P The level of effect Continuing Education Is perceived by this sample to have had on their role concept. 90 The Significant Correlations were: V ariab le Sign of the Correlation SB w ith CH N eg ative SD with CD N eg ative SE with Cl Positive SF with CF Positive ID w ith CD Positive ID with CE Positive IE with C G Positive IE with CH Positive 1H w ith CH Positive P with CB Positive P with CH Positive SB with CH The linear relationship between SB (parents Influence level as a developmental source of the respondent's role concept) and CH (the level of perceived role conflict management by the respon­ dent with his seminary) moved in the following manner: 91 44 38 32 26 SB negative correlation 20 14 8 2 0 2 8 14 20 CH Scale SB = 2 = greatest influence 44 = least influence CH = 2 = conflict resolved 20 - conflict unmanageable As the level of influence of the parents decreases/ the level of perceived role conflict management moves toward greater a b ility to manage role conflict with the seminary from which the respondent graduated. SD with CD The linear relationship between SD (the developmental influence of the district superintendent on the role concept of the respondent) and CD (the level of perceived rote conflict management w ith the district superintendent) seems to move in this manner; 92 44 38 32 26 SD 20 negative correlation 14 8 2 0 2 8 14 20 CD Scale SD = 2 = greatest influence 44 “ least influence CD = 2 = conflict resolved 20 = conflict unmanageable As the influence of the superintendent decreases, the level of perceived role conflict management moves toward greater a b ility to manage role conflict with the district superintendent. SE with Cl The linear relationship between SE (the developmental influence of the bishop on the respondent's role concept) and Cl (other sig­ nificant sources of conflict) moves in this manner: 93 44 38 32 SE 26 positive correlation 20 14 8 2 0 2 8 14 20 Cl Scale: SE - 2 = greatest influence 44 - Cl - least influence 2 = conflict resolved 20 = conflict unmanageable As the influence of the bishop on the respondents development of role concept decreases, the respondent's management of role con­ flic t with other sources than listed in the questionnaire moves toward the unmanageable le v e l. SF with CF The linear relationship between SF (the developmental inf! ience on the respondent's rote concept by colleagues in the ministry) and CF (the level of role conflict management w ith these colleagues in ministry) moves in this manner: 94 44 38 32 26 positive correlation 20 SF 14 8 2 2 8 14 20 CF Scale: SF = 2 = greatest influence 44 = least influence CF = 2 = conflict resolved 20 3 conflict unmanageable As the influence of colleagues in the ministry decreases, the level of role conflict management appears to move toward the unmanageable le v e l. 95 ID w ith C P The linear relationship between ID (the influence of the district superintendent on the respondent's current role concept) and CD (the level of perceived role conflict management w ith the district superintendent) appears to move in this manner: 44 positive correlation 32 ID 0 2 8 14 20 CD Scale: ID - 2 = greatest influence 44 = least influence CD - 2 = conflict resolved 20 » conflict unmanageable As the influence on the current role concept by the district superintendent decreases, the level of conflict management w ith the district le v e l. superintendent moves toward the unmanageable 96 ID with CH The appearance of the linear relationship between the variables ID (the influence of the district superintendent on the respondent's current role concept) and CE (the level of perceived role conflict management with the bishop) appears to move in this manner: 44 38 32 ID positive correlation 26 20 14 8 2 0 2 8 14 20 CE Scale: ID - 2 = greatest influence 44 - least influence CE = 2 - conflict resolved 20 = conflict unmanageable As the influence of the district superintendent decreases, the respondent's a b ility to manage his perceived role conflict with his bishop moves toward the unmanageable le v e l. 97 IE with C G The linear relationship between variables IE (the influence of the bishop on the respondent's current role concept) and C G (the level of role conflict management w ith his Pastor-Parish Relations Committee) seems to be moving in this manner: 32 positive correlation IE 0 2 8 14 20 CG Scale: IE = 2 = greatest influence 44 = least influence C G = 2 = conflict resolved 20 = conflict unmanageable As the influence of the bishop on current role concept decreases, the level of role conflict with Pastor-Parish Relations Committee moves toward the unmanageable le v e l. 98 IE with CH The linear relationship between the variables IE (the influence of the bishop on the respondent's current role concept) and CH (the level of role conflict management w ith the respondent's seminary) seems to be moving in this manner: 44 38 32 IE 26 positive correlation 20 14 8 2 0 2 8 14 20 CH Scale: IE = 2 = greatest influence 44 = least Influence CH = 2 = conflict resolved 20 3 conflict unmanageable As the Influence oF the bishop on the current role concept of the respondent decreases, the level of role conflict management moves toward the unmanageable le v e l. 99 IH w ith CH The linear relationship between the variables IH (the influence of the seminary on the respondent's current role concept) w ith CH (the level of role conflict management w ith the seminary) seems to be moving in this manner: 44 38 32 IH 26 positive correlation 20 14 8 2 0 2 8 14 20 CH Scale - 1H - 2 = greatest influence 44 - least influence CH = 2 = conflict resolved 20 = conflict unmanageable As the influence of the seminary decreases, the level of role conflict management with the seminary tends to move toward the unmanageable le v e l. 100 P w ith CB The linear relationship between P (the effect Continuing Education is perceived to have had on the respondent's role concept) and CB (the level of role concept management w ith parents) seems to move in this manner: 5 4 positive correlation 3 2 0 2 8 14 20 CB Scale: P = 1 = very positive effect 5 = very negative effect CB = 2 - conflict resolved 20 = conflict unmanageable As the perceived effect of Continuing Education decreases, the level of role concept management w ith parents also decreases or moves toward the unmanageable le v e l. 101 P w ith CH The linear relationship between P (the effect Continuing Education is perceived to have had on the respondent's role concept) and CH (the level of role conflict management w ith the seminary) seems to move in this manner: 5 4 3 positive correlation 2 0 2 8 14 20 CH Scale: P = 1 = very positive effect 5 = very negative effect CH = 2 = conflict resolved 20 = conflict unmanageable As the perceived effect Continuing Education has on the respondent's role concept decreases, his level of role conflict management moves toward the unmanageable le v e l. 102 Chi-square tests a t related to Question II The cross-tabulation tests of dependency of the variables that seem to relate to Question Number It Indicate the following variable combinations to be dependent: V ariable Sign of the Corr SA by CC N eg ative SB by CA N eg ative SB by CE N eg ative SB by CF N eg ative SC by CC Positive SE by CB N eg ative SE by CE N eg ative SF by CF Positive SG by CD Positive SH by CA N egative IB by CC Positive 1C by CC Positive ID by CE Positive ID by CD Positive IE by CD Positive IH by CF Positive I H b y CH Positive 103 SA by CC was accepted as dependent. (The level of significance may be found in the Appendices following Chapter V ) SA - the influence on the respondents development of role concept by ministers w ith whom he hod contact as a youth C C - the level of role conflict management perceived by the respondent with his w ife and children When a variable is statistically accepted as dependent upon another variable, the researcher can assume w ith some certainty that his knowledge of the first variab le w ill apply to the second variable. The sign of the correlation between these two variables was negative and refected as a significant correlation (the significant level being above , 10). As the influence of ministers w ith whom the respondent had contact as a youth decreases, the rote co.nflict management w ith his w ife and children moves toward a more manageable le v e l. 104 44 38 32 SA positive correlation 26 20 14 8 2 0 2 8 14 20 SA - 2 = greatest Influence CC Scale: 44 = least Influence CC = 2 = conflict resolved 20 = conflict unmanageable 105 SB by CA was accepted as dependent. SB = the Influence on the respondent's development of role con­ cept by his parents C A = the level of role conflict management w ith ministers w ith whom he had contact as a youth 44 38 32 SB negative correlation 26 20 14 8 2 0 2 8 14 20 CA Scale: SB - 2 - greatest influence 44 = least Influence CA = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was negative and re|ected as a signifi­ cant correlation. As the influence of the parents decreases, the level of role conflict management moves toward a more manageable le v e l. 106 SB by CE was accepted as dependent. SB = the influence on the respondent's development of role con* cept development CE = the level of role conflict management w ith the bishop 44 38 32 26 SB 20 negative correlation 14 8 2 0 2 8 14 20 CE Scale: SB = 2 = greatest influence 44 = least influence CE = 2 - conflict resolved 20 = conflict unmanageable The sign of the correlation was negative and rejected as a signifi­ cant correlation. It would seem that as the influence on the re­ spondent's development role concept by his parents decreases, his a b ility to manage role con flict w ith the bishop increases. 107 SB by CF wot accepted as dependent. SB = the influence on the respondent's development of role concept w ith his parents. CF - the level of role conflict management w ith colleagues in the ministry 44 38 32 SB 26 negative correlation 20 14 8 2 0 2 8 14 20 CF Scale: SB » 2 = greatest influence 44 = least influence CF = 2 = conflict resolved 20 - conflict unmanageable The sign of the correlation was negative and rejected as a signifi­ cant correlation. G ive n the scales used and the negative sign that as the influence on the respondent's developmental role concept by parents decreases, his a b ility to manage role conflict w ith col­ leagues in the ministry moves toward a more manageable state. 108 The dependency of these two variables seems to indicate that as the researcher gains information about SB, he is also gaining information concerning CE because of their interdependency* SC by CC wot accepted as dependent. SC = the influence on the respondent's development of role concept by his w ife and children CC = the level of role conflict management with his w ife and children 44 38 32 26 SC 20 positive correlation 14 8 2 0 2 8 14 20 CC Scale: SC = 2 = greatest influence 44 = least influence CC = 2 = conflict resolved 20 s conflict unmanageable The sign of the correlation was positive and re|ected as a significant correlation. The dependency of these two variables seems to indi­ cate that as the influence of the respondent's w ife and children de­ creases, so does his a b ility to manage role conflict w ith them. 109 SE by CB wot accepted as dependent. SE = the Influence on the respondent's developmental role concept by the bishop CB = the level of conflict management w ith the respondent's parents 44 38 32 SE negative correlation 26 20 14 8 2 0 2 8 14 20 CB Scale: SE = 2 = greatest influence 44 = least influence CB = 2 - conflict resolved 20 = conflict unmanageable The sign of the correlation was negative and rejected as a signifi­ cant correlation. The dependency of these two variables seems to indicate that as the influence on the respondent's developmental role concept by the bishop decrease^the respondent's a b ility to manage role conflict w ith his parents seems to move to more manageable levels. 110 SE by CE was accepted as dependent. SE = the influence on the respondent's developmental role concept by the bishop CE = the level of conflict management of the respondent w ith his w ife and children 44 38 32 SE negative correlation 26 20 14 8 2 0 2 8 14 20 CE Scale: SE - 2 = greatest influence 44 = least influence • CE = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was negative and rejected as a signifi­ cant correlation. The dependency of these two variables seems to indicate that as the influence of the bishop on the respondent's developmental role concept decreases/ the respondent's a b ility to manage role conflict with his w ife and children moves toward more manageable levels. Ill SF by CF was accepted as dependent. SF - the influence on the respondent's developmental role concept by his colleagues in the ministry CF - the level of the respondent's role conflict management with colleagues in the ministry. 44 3B 32 SF positive correlation 26 20 14 8 2 0 2 8 14 20 CF Scale: SF - 2 = greatest influence 44 = least influence CF = 2 - conflict resolved 20 ■ conflict unmanageable The sign of the correlation was positive and was accepted as a signif­ icant correlation. The dependency of these two variables seems to indicate that as the influence of the respondent's colleagues in the ministry decreases, so does his a b ility to manage role conflict with his colleagues. 112 SG by CD was accepted as dependent. SG ~ the influence on the respondent's developmental role concept by the Pastor-Parish Relations Committee CD = the level of the respondent's management of role conflict with the district superintendent 44 38 32 SG 26 positive correlation 20 14 8 2 0 2 8 14 20 CD Scale: SG = 2 = greatest influence 44 = least influence CD = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and refected as a significant correlation. The dependency of these two variables seems to indicate that as the influence of the Pastor-Porish Relations Committee de­ creases, the respondent's a b ility to manage role conflicts w ith the district superintendent moves toward a more unmanageable le v e l. 113 SH by CA was accepted as dependent. SH = the influence on the respondent's developmental role concept by his seminary CA * the level of the respondent's a b ility to manage role conflict w ith his parents. 38 32 negative correlation SH 0 2 8 14 20 CA Scale: SH = 2 ~ greatest influence 44 = least influence CA - 2 * conflict resolved 20 - conflict unmanageable The sign of the correlation was negative and rejected as a signifi­ cant correlation. The dependency of these two variables seems to indicate that as the Influence on the respondent's developmental rote concept by his seminary decreases, his a b ility to manage role conflict w ith his parents moves toward a more manageable le v e l. 114 IB by CC wos accepted as dependent. IB = the influence on the respondent's current role concept by his parents. CC = the level of the respondent's conflict management w ith his w ife and children 44 38 32 IB 26 positive correlation 20 14 8 2 0 2 8 14 20 CC Scale: IB = 2 = greatest influence 44 = least influence CC = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and rejected as a signifi­ cant correlation. The dependency of these two variables seems to Indicate that as the influence on the respondent's current role con­ cept by his parents decreases, his level of management of role con­ flic t with his w ife and children moves toward the unmanageable le v e l. 115 1C by C C wot accepted a t dependent. 1C = the influence on the respondent's current role concept by his w ife and children C C - the level of the respondent's role conflict management w ith his w ife and children 44 38 32 1C positive correlation 26 20 14 8 2 0 2 8 14 20 CC Scale: 1C = 2 = greatest influence 44 = least influence CC = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and rejected as a significant correlation. The dependency of these two variables seems to indicate that as the influence of the w ife and children decreases, the level of role conflict w ith the w ife and children moves to a more unmanage­ ab le le v e l. 116 ID by CE wos accepted as dependent. ID - the influence on the respondent's current role concept by his district superintendent CE = the level of the respondent's role conflict management w ith the bishop 44 38 32 ID positive correlation 26 20 14 8 2 0 2 8 14 20 CE Scale: ID = 2 = greatest influence 44 = least Influence CE = 2 - conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and accepted as a significant correlation. The dependency of these two variables seems to in dicate that as the influence of the respondent's district superintendent on his current role concept decreases, his a b ility to manage role conflict w ith his bishop moves toward a more unmanageable le v e l. 117 ID by CD wot accepted as dependent. ID = the influence on the respondent's current role concept by his district superintendent CD = the level o f the respondent's role conflict management w ith his district superintendent 44 38 32 ID positive correlation 26 20 14 8 2 0 2 8 14 20 CD Scale: ID = 2 = greatest influence 44 = least influence CD = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and accepted as a significant correlation. The dependency of these variables seems to indicate that as the influence of the district superintendent on the respondent's current role concept decreases/ his a b ility to manage rote conflict with the district superintendent moves toward the unmanageable le v e l. 118 IE by CD w as accepted as dependent. IE = the influence on the respondent's current role concept by the bishop CD = the level of the respondent's role conflict management w ith his district superintendent 44 38 32 IE 26 positive correlation 20 14 8 2 0 2 8 14 20 CD Scale: IE = 2 greatest influence 44 least influence CD = 2 = conflict resolved 20 - conflict unmanageable The sign of the correlation was positive and refected as a significant correlation. The dependency of these two variables seems to in dicate that as the tnfluence on the respondent's current role concept by the bishop decreases, his level of role conflict management moves toward the unmanageable le v e l. 119 IH by CF wos accepted as dependent* IH - the influence on the respondent's current role concept by his seminary CF = the level of the respondent's role conflict management with the district superintendent 44 38 32 positive correlation 26 20 14 8 2 0 2 Scale; 8 IH 14 20 = 2 = greatest influence 44 = least influence CF = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and refected as a significant correlation. The dependency of these two variables seems to in d i­ cate that as the influence on the respondent's current role concept by his seminary decreases, his a b ility to manage role conflict with his district superintendent moves toward the unmanageable le v e l. 120 IH by CH wot accepted as dependent. IH = the Influence on the respondent's current role concept by the seminary CH - the level of the respondent's role conflict management with his seminary 44 38 32 IH 26 positive correlation 20 14 8 2 0 2 8 14 20 CH Scale: IH = 2 = greatest influence 44 - CH - least influence 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and accepted as a significant correlation. The dependency of these two variables seems to indicate that as the influence on the respondent's current role concept by his seminary decreases, his a b ility to manage role conflict w ith his seminary moves toward the unmanageable le v e l. 121 Summory of Question II Does the minister's perceived source of role concept affect his perceived a b ility to manage role conflict? 11 significant relationships. The correlational tests seem to indicate The Chi-square test of dependency indicated 17 combinations of variables that were dependent upon each other. It would seem safe to assume that a positive response to Question II would be appropriate. D. Question I I I . Is There a Relationship Between the Minister's Agreement with Perceived Role Concept Sources and His A b ility to Manage Role Conflicts? The following variables were tested for possible significant correlation and significant dependency by examination by crosstabulation (chi-squares). Significance for both correlation and crosstabulation was set at the . 10 le v e l. Agreement Level w ith AA M inister with whom he had contact as a youth AB Parents AC W ife - children AD District superintendent pre-June 1977 AE Bishop p re-Ju n e 1977 AF Colleagues in ministry AG Pastor-Parish Relations Committee AH Seminary Al O th er significant sources 122 Level of C onflict Management CA Ministers with whom he had contact as a youth CB Parents CC W ife - children CD District superintendent pre-June 1977 CE Bishop pre-June 1977 CF Colleagues in ministry CG Pastor-Parish Relations Committee CH Seminary Cl O ther sign sources The significant correlations were: V ariable: Sign of the Correlation AC with CF N eg ative A C with Cl N eg ative A D with CD Positive A D with CE Positive AE with CD Positive AEwithCE Positive AF with CD Positive A G with CE Positive A G w ith C G Positive A G with CH Positive AH with CF Positive A H with CH Positive 123 A C w ith CF The linear relationship between AC (the agreement level with the mini* sterial role concept held by the respondent's w ife and children) and CF (the level of the respondent's role conflict with their colleagues in the ministry) seems to be moving in this manner: 26 20 negative correlation 14 AC 8 2 0 2 8 14 20 CF Scale: AC s 2 = greatest agreement 26 = no agreement CF = 2 = conflict resolved 20 = conflict unmcnogeable As the agreement level with his w ife and children moves toward the negative, his a b ility to manage role conflicts with his colleagues in the ministry moves toward the more manageable le /e l. 124 AC w ith Cl The linear relationship between A C (the agreement level w ith the ministerial role concept held by the respondent's w ife and children) and Cl (the level of the respondent's role conflict management with "other significant sources") seems to be moving in this manner: 26 20 negative correlation AC 8 2 0 2 8 14 20 Cl Scale: A C = 2 = greatest agreement 26 = no agreement Cl = 2 = conflict resolved 20“ conflict unmanageable As the agreement level w ith his w ife and children move toward the negative, his a b ility to manage his role conflict with other significant sources seems to move toward more manageable levels. 125 AD w ith CD The linear relationship between AD (the agreement level with the ministerial role concepts held by the district superintendent) and CD (the level oF the respondent's role conflict management w ith the district superintendent) seems to be moving in this manner: 26 20 14 AD positive correlation 8 2 0 2 8 14 20 CD Scale: AD 3 2 = greatest agreement 26 3 no agreement CD = 2 3 conflict resolved 20 = conflict unmanageable As the agreement level with the role concept with the district superinten­ dent moves toward the negative, his a b ility to manage his role conflict with his district superintendent seems to move toward more unmanageable levels. 126 A D with CE The linear relationship between AD (the agreement level w ith the ministerial role concept held by the district superintendent) and CE (the level of the respondent's role conflict management w ith the bishop) seems to be moving in this manner: 26 / 20 14 / AD / 8 positive correlation / 2 ' 0 2 8 14 20 CE Scale: AD = 2 - greatest agreement 26 = no agreement CE = 2 = conflict resolved 20 = conflict unmanageable As the agreement level of the respondent with the role concept of the district superintendent moves to the negative, his level of rote conflict management with the bishop moves to more unmanageable levels. 127 AE with CP The linear relationship between AE (the agreement level w ith the ministerial role concept held by the bishop) and CD (the level of the respondent's role conflict management with the district superintendent) seems to be moving in this manner: 26 20 14 positive correlation AE 8 2 0 2 8 14 20 CD Scale: AE = 2 =* greatest agreement 26 = no agreement CD - 2 s conflict resolved 20 = conflict unmanageable As the agreement level with the ministerial role concept held by the bishop moves toward the very negative le v e l, the respondent's role conflict management a b ility appears to diminish. 128 AE w ith CE The linear relationship between AE (the agreement level w ith the ministerial role concept held by the bishop) and CE (the level of the respondent's role conflict management with the bishop) seems to be moving in the following manner; 26 20 AE 14 positive correlation 8 2 0 2 8 14 20 CE Scale: AE =* 2 = greatest agreement 26 - no agreement CE = 2 - conflict resolved 20 = conflict unmanageable As the agreement w ith the ministerial role concept of the bishop by the respondent moves toward the negative levels, the respondent's a b ility to manage his role conflict with the bishop moves toward more un­ manageable levels. 129 AF with CD The linear relationship between AE (the agreement level with the ministerial role concept held by his colleagues in the ministry) and CD (the level of the respondent's role conflict management w ith the district superintendent) seems to be moving in the following manner: 26 y 20 14 AF positive correlation / 8 2 / 0 2 8 14 20 CD Scale: AF = 2 = greatest agreement 26 = no agreement CD = 2 - conflict resolved 20 = conflict unmanageable As the agreement w ith the ministerial role concept of colleagues in the ministry moves toward the negative effect le v e l, the respondent's a b ility to manage role conflict w ith the district superintended seems to move towards the more unmanageable le v e l. 130 A G with CE The linear relationship between A G (the agreement level w ith the ministerial role concept held by the respondent's Pastor-Parish Relations Committee) and CE (the level of the respondent's a b ility to manage role conflict with the bishop) seems to be moving in the follow ing manner: 26 20 14 positive correlation AG 8 2 0 2 8 14 20 CE Scale: A G - 2 = greatest agreement 26 = no agreement CE = 2 - conflict resolved 20 3 conflict unmanageable As the agreement level w ith the Pastor-Parish Relations Committee moves toward the negative effect le v e l, the respondent's a b ility to manage role conflict w ith the bishop seems to move toward the unmanageable le v e l. 131 A G w ith C G The linear relationship between A G (the level of agreement with the ministerial role concepts held by the Pastor-Parish Relations Committee) and C G (the level of conflict management w ith the Pastor-Parish Relations Committee) seems to be moving in the following manner: 26 20 14 AG positive correlation 8 2 0 2 8 14 20 CG Scale: A G = 2 = greatest agreement 26 - no agreement C G = 2 - conflict resolved 20 = conflict unmanageable As the agreement level with the ministerial role concepts held by the respondent's Pastor-Parish Relations Committee decreases, the level of conflict management w ith them moves toward the unmanageable. 132 A G w ith CH The linear relationship between A G (the level of agreement with the ministerial role concept held by the respondent's Pastor-Parish Relations Committee) and CH (the level of the respondent's a b ility to manage role conflict with the seminary from which he graduated) seems to be moving in the following manner: 26 20 14 positive correlation AG 8 2 0 2 8 14 20 CH Scale: A G = 2 = greatest agreement 26 = no agreement CH = 2 = conflict resolved 20 = conflict unmanageable As the agreement level with the Pastor-Parish Relations Committee moves toward the negative effect level, the respondent's a b ility to manage role conflict w ith the seminary From which he graduated seems to move toward the unmanageable le v e l. 133 A H with CF The linear relationship between A H (the agreement level with the ministerial role concept held by the respondent's seminary) and CF (the level o f the respondent's a b ility to manage role conflict w ith his colleagues in the ministry) seems to be moving in the following manner: 26 20 14 positive correlation AH 8 2 0 2 8 14 20 CF Scale: AH - 2 = greatest agreement 26 = no agreement CF = 2 = conflict resolved 20 = conflict unmanageable As the agreement level w ith the respondent's seminary moves toward the very negative effect, his a b ility to manage his role conflict w ith his colleagues in the ministry seems to move toward the unmanageable level, 134 A H w ith CH The linear relationship between A H (the agreement level w ith the ministerial role concept held by his seminary) and CH (the level of the respondent's a b ility to manage role conflict w ith his seminary) seems to move in the following manner: positive correlation 0 2 8 14 20 CH Scale: AH = 2 = greatest agreement 26 = no agreement CH = 2 = conflict resolved 20 - conflict unmanageable As the agreement level with the ministerial role concept held by the respondent's seminary appears to move toward the very negative, the respondent's a b ility to manage his role conflict with the seminary seems to move toward the unmanageable le v e l. 135 The crosstabulation test (Chi-squares) of dependency of the variables that appear to relate to Question III indicate the following variable combinations to be dependent: V ariab le: Sign of the Co AB by CB N eg ative A A by CH N eg ative A C by CA Positive A D by CD Positive A D by CE Positive AE by CA Positive AE by CC N eg ative AE by CD Positive A E b y CE Positive A G by CA N eg ative A G by C G Positive A H by CF Positive 136 AB by CB wot accepted a t dependent. AB ~ the level of agreement w ith the role concept held by the respondent's parents CB = the level of role conflict management perceived by the respondent with his parents 26 t 20 AB negative correlation 14 8 2 0 2 8 14 20 CB Scale: AB - 2 = greatest agreement 26 3 no agreement CB = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was negative and refected as a significant correlation. The dependency of these two variables seems to indicate that as the level of agreement w ith the parents role concept decreases, the level of conflict management moves to a more manageable le v e l. 137 AA by C H wot accepted as dependent. A A - the level of agreement w ith the role concept held by the ministers w ith whom the respondent had contact as a youth C H - the level of role concept management by the respondent w ith the seminary from which he graduated 26 20 negative correlation 14 AA 8 2 0 2 8 14 20 CH Scale: A A = 2 = greatest agreement 26 = no agreement CH = 2 = conflict resolved 20 - conflict unmanageable The correlation sign Is negative and refected as a significant correlation. The dependency of these two variables seems to indicate that as the agree­ ment level w ith the role concepts held by ministers with whom the minister had contact as a youth moved toward the negative, the a b ility to manage role conflict with the seminary seems to move towards the more able levels. manage­ 138 A C by CA wos accepted as dependent. A C = the level o f agreement w ith the respondent** w ife and children CA = the level o f conflict management w ith the ministers with whom the respondent had contact as a youth 26 20 positive correlation 14 AC 8 2 0 2 8 14 20 CA Scale: A C 3 2 3 greatest agreement 26 3 no agreement CA = 2 = conflict resolved 20 3 conflict unmanageable The correlation sign Is positive and rejected as a significant correlation. The dependency of these two variables seems to indicate that as the agree* ment level w ith w ife and children moves toward the negative,the level of role conflict management with those ministers with whom he had contact as a youth moves towards the unmanageable le v e l. 139 A D by CD was accepted as dependent. A O = the level o f agreement with the role concept management held by the respondent's district superintendent CD =* the level of conflict management experienced by the respondent w ith his district superintendent. 26 20 14 positive correlation AD 8 2 0 2 8 14 20 CD Scale: A D = 2 = greatest agreement 26 = no agreement CD = 2 = conflict resolved 20 = conflict unmanageable The correlation sign is positive and accepted as a significant correlation. The dependency of these two variables seems to indicate that as the agreement with the role concept held by the district superintendent moves towards the negative, the level of role conflict moves towards the unmanageable. 140 A D by CE was accepted as dependent. A D - the level o f agreement w ith the role concept held by the district superintendent of the respondent CE = the level of role conflict management experienced by the respondent w ith his bishop 26 20 14 AD positive correlation 8 2 0 2 8 14 20 CE Scale: A D = 2 = greatest agreement 26 = no agreement CE - 2 - conflict resolved 20 - conflict unmanageable The correlation sign Is positive and accepted as a significant correlation. The dependency of these two variables seems to Indicate that as the level of agreement w ith the role concept of the district superintendent moves towards the negative, the a b ility to manage role conflict w ith the bishop become more unmanageable. 141 AE by CA wot accepted as dependent. AE - the level of agreement w ith the role concept of the bishop CA = the level of conflict management experienced by the respondent with the ministers w ith whom he had contact as a youth. 26 20 positive correlation 14 AE 8 2 0 2 8 14 20 CA Scale: AE = 2 ** greatest agreement 26 = no agreement CA ~ 2 = conflict resolved 20 = conflict unmanageable The correlation sign is positive and was not accepted as a significant correlation. The dependency of these two variables seems to indicate that as the agreement w ith the role concept held by the bishop moves toward the negative, the role conflict experienced by the respondent w ith the ministers with whom he had contact as a youth moves toward the unmanageable. 142 AE by CC wot accepted a t dependent. AE = the level of agreement with the role concept held by the bishop C C = the level of conflict management experienced w ith the respondent's w ife and children 26 20 14 negative correlation AE 8 2 0 2 8 14 20 CC Scale: AE = 2 * greatest agreement 26 s no agreement C C = 2 = conflict resolved 20 ~ conflict unmanageable The sign of the correlation Is negative and rejected as a significant correlation. The dependency of these two variables seems to indicate that as the level of agreement w ith the role concept of the bishop moves toward the negative, the level of role conflict management w ith the minister's w ife and children moves toward conflict resolution. 143 AE by C P was accepted as dependent. AE = the level of agreement with the role concept held by the bishop CD = the level of role conflict management experienced by the respon­ dent with his district superintendent 26 S 20 M / AE positive correlation / 8 2 / 0 2 8 14 20 CD Scale: AE = 2 = greatest agreement 26 = no agreement CD - 2 = conflict resolved 20 - conflict unmanageable The sign of the correlation is positive and accepted as a significant correlation. The dependency of these two variables seems to indicate that as the level of agreement w ith the role concept held by the bishop moves toward the negative, the level of role conflict management with the respondents district superintendent moves toward the unmanageable le v e l. 144 AE by CE was accepted as dependent. AE - the level of agreement with the role concept held by the bishop CE = the level of conflict management w ith the bishop 26 20 14 positive correlation AE 8 2 0 2 8 14 20 CE Scale: AE = 2 = greatest agreement 26 8 no agreement CE = 2 8 conflict resolved 20 8 conflict unmanageable The sign of the correlation is positive. The dependency of these two variables seems to indicate that as the level of agreement w ith the role concept held by the bishop moves toward the negative, the level of conflict management w ith the bishop appears to move toward the unmanageable le v e l. 145 A G by CA wot accepted as dependent. A G = the level of agreement with the ministerial role concepts held by the respondent's Pastor-Parish Relations Committee CA = the level of conflict management experienced by the respondent w ith the ministers with whom he had contact as a youth 26 20 14 negative correlation AG 8 2 0 2 8 14 20 CA Scale: A G = 2 = greatest agreement 26 3 no agreement CA 3 2 3 conflict resolved 20 3 conflict unmanageable The sign of the correlation was negative and rejected os a significant correlation. The dependency of these two variables seems to indicate that as the level of agreement with the Pastor-Parish Relations Committee moves toward the negative, the level of conflict management experienced by the respondent with the ministers w ith whom he had contact as a youth moves toeard the more manageable levels. 146 A G by C G w as accepted a* dependent. A G = the level of agreement w ith the m inisterial role concepts held by the respondent's Pastor-Parish Relations Committee C G - the level of role conflict management w ith the respondent's Pastor-Parish Relations Committee 26 20 14 positive correlation AG 8 2 0 2 8 14 20 CG Scale: A G = 2 = greatest agreement 26 = no agreement C G 3 2 - conflict resolved 20 3 conflict unmanageable The sign of the correlation was positive and accepted as a significant correlation. The dependency of these two variables seems to in dicate that as the level of agreement w ith the m inisterial role concepts held by the respondent's Pastor-Parish Relations Committee moves toward the negative, the level of role conflict management w ith the committee seems to become more unmanageable. 147 A H by CF w at accepted as dependent. A H = the level of agreement w ith the ministerial role concepts held by the respondent's seminary CF - the level of role conflict management with the minister's colleagues in ministry 26 20 14 positive correlation AH 8 2 0 2 8 14 20 CF Scale: A H - 2 = greatest agreement 26 s no agreement CF = 2 = conflict resolved 20 = conflict unmanageable The sign of the correlation was positive and accepted as a significant correlation. The dependency of these two variables seems to indicate that as the level of agreement with the ministerial rote concepts held by the respon­ dent's seminary moves toward the negative/ the level of role conflict manage­ ment with the minister's colleagues in ministry seems to move toward the unmanageable le v e l. Summary of Question III Is there a relationship between the minister's agreement w ith perceived role concept sources and his a b ility to manage role conflict? The correlation statistical procedures seemed to indicate 12 significant correlations. The Chi-square test for dependency indicated the possibility of 12 combinations of variables that appear to be dependent upon each other. A fte r analysis of the data, it seems justified to assume a positive response to Question i i i . E. Question IV . IsThere a Relationship Between the Minister's Level of Involvement in Continuing Education and His Perceived Level of Importance in the Community? The following variables were tested for possible significant correlation and significant dependency by examination by crosstabulation: V ~ the level of involvement In Continuing Education w it f /b y H * the perceived level of importance in the community X = the perceived level of importance in the community as it should be according to the minister There are no significant correlations to report. The crosstobulation test of dependency of the variables that appear to relate to Question IV indicate that the variables are independent. appears to be unjustified. Further analysis F. Question V . Is There a Relationship Between the M in ister’s Perceived Level of Importance in His Community and His Perceived A b ility to Manage Perceived Role C o n flic t? The following variables w ere tested for possible significant correlation and significant dependency by examination by crosstabulation: H = perceived level of importance in the community Z - perceived level of importance in the community as it should be according to the minister w ith /b y C A -C B -C C -C D -C E -C F -C G -C H -C I There appears to be no significant correlations to report. The crosstabulation test (Chi-squares) of dependency or independency of the variables that appear to relate to Question V indicate that these variables appear to be independent. G. Further analysis appears to be unfustified. Question V I. Is There a Relationship Between the Level of the M inister's Participation in Continuing Education and His Role Concept Sources? The variables tested against each other were: Y ** the level of involvement in Continuing Education w it f /b y Source of Concept (Development) SA Ministers w ith whom he had contact as a youth SB Parents SC W ife - children SD District superintendent 150 SE BUhop SF Colleagues in ministry SG Pastor=Parish Relations Committee SH Seminary Source of Concept (Current) IA Ministers with whom he had contact as a youth IB Parents 1C W ife - children ID District superintendent IE Bishop IF Colleagues in ministry IG Pastor-Parish Relations Committee IH Seminary Agreement Level with AA M inister with whom he had contact as a youth AB Parents AC W ife - children AD District superintentent pre-June 1977 AE Dishop pre-June 1977 AF Colleagues in ministry AG Pastor-Parish Relations Committee AH Seminary At O ther significant sources 151 The frequency distributions and test of possible correlation describing variable P w ill also be presented. V ariable P asked the respondent to indicate the effect Continuing Education had on their rote concept. 1 = Very positive 2 = Helpful 3 - N eutral 4 = N o t helpful 5 =» Very negative The significant correlations appear to be: V a ria b le Sign of the Correlation Y with A A Positive Y with IA Positive Y with 1C N eg ative Y w ith P N eg a tiv e The responses were scaled: 152 Y w ith AA The linear relationship between Y (the level of involvement in C ontin­ uing Education) and A A (the level of agreement w ith the role concept held by the minister's with whom the respondent had contact as a youth) seems to be moving in this manner: 26 20 14 positive correlation / AA / 8 2 / 0 2 X 8 14 20 Y Scale: AA = 2 = greatest agreement 26 - no agreement Y = 2 = low level of involvement 20 - highest level of involvement The sign of the correlation was positive. As the respondent moves toward more participation in Continuing Education, it appears that the level of agreement decreases (moves to a negative le v e l). 153 Y w ith IA The linear relationship between Y (the level of involvement in Contin­ uing Education) and IA (the level of influence on the respondent's current role concept by ministers with whom he had contact as a youth) appears to be moving in this manner: 44 38 32 positive correlation 26 20 14 8 2 0 2 Scale: 8 14 20 26 iA = 2 = greatest influence 44 = least influence Y - 2 = lowest level of involvement 26 = highest level of involvement The correlation sign was positive. As the respondent increases his par­ ticipation in Continuing Education, the influence of ministers with whom he had contact as a youth seems to decrease. 154 Y w ith 1C The linear relationship between Y (the level of involvement in Contin­ uing Education) and 1C (the level of influence on the respondent's current role concept by his w ife and children) seems to be moving in this manner: 44 38 negative correlation 32 26 1C 20 20 14 8 2 0 2 Scale: 8 14 20 26 1C = 2 = greatest involvement 44 « least involvement Y - 2 s* lowest level of involvement 26 = highest level of involvement The sign o f the correlation was negative. As the respondent's level of participation in Continuing Education lessens, the influence of his w ife and children decreases. 155 Y w ith P The linear relationship between Y (the level of involvement in Con­ tinuing Educatior)and P (the perceived effect Continuing Education has had on tha respondent's role concept) seems to be moving in this manner: 5 4 3 negative correlation 2 0 2 Scale: 8 14 20 26 P = I =very positive effect 5 - very negative effect Y s 2 = lowest level of Involvement 26 = highest level of involvement The sign of the correlation is negative. As the level of involvement In Continuing Education decreases, the respondent perceives Con­ tinuing Education to have a more negative effect on his role concept* 156 The frequency distributions for P indicate the following: Absolute Relative V ery positive effect 24 3 5 .8 % 3 5 . 8% Helpful 38 5 6 .7 % 9 2 .5 % N eu tral 4 6. 0% 9 8 .5 % N o t helpful 1 1 .5 % 100. 0 % V ery negative 0 0 67 Cumulative 100. 0 % The frequency distribution seems to indicate that 3 5 .8 % of this sample perceived Continuing Education had a very positive effect on their role concept. O ver h a lf, 5 6 .7 % , fe lt Continuing Education was helpful. O n ly 6 % fe lt that it was neutral a n d l.5 % fe lt it was not helpful. No one in the sample fe lt that Continuing Education had a very negative effect on their role concept. Summary of Question VI Is there a relationship between the level of the minister's participation in Continuing Education and his role concept sources? The tests of correlation seem to indicate four significant correlations. The Chi-square tests of dependency appears to indicate independency among the variables. N in e ty - two and five-tenths percent of the respondents fe lt Continuing Education had a positive effect on their concept. It appears there is weak evidence to support a positive response to this question. 157 H, Question V I I . Is There a Relationship Between the Minister's Perceived Level of Participation in Continuing Education and His Perceived Relationship w ith the Minister's District Superintendent?______ The variables that were tested against each other were; Y = the level of participation in Continuing Education w ith /b y A D = the agreement level the ministerial role concept held by the district superintendent CD = the level of rote conflict management with the district superintendent The test of possible correlation seems to indicate that no significant correlations exist. The crosstabulation or Chi - square procedure seems to show these variables as independent. I. Question V I I I . Is There a Relationship Between the Minister's Level of Participation in Continuing Education and His Perceived Relationship with the Local Church's Pastor-Parish Relations Committee? These variables were tested against each other: w itl\/b y Y /C G ,S G ,A G ,IG There appears to be no significant correlations to report. The cross­ tabulation test (Chi-square) of dependency or independency of the variables that appear to relate to Question V III indicate that the variables Y by C G / SG, A G appear to be independent, 158 Y by I G wot accepted as dependent. Y = the level of participation in Continuing Education 1G = the level o f influence on the respondent's current role concept by his Pastor-Parish Relations Committee The sign of the correlation is negative and rejected as a significant correlation. The dependency of these two variables seems to indicate that as the respondent becomes more involved in Continuing Education, the level of influence of his Pastor-Parish Relations Committee seems to increase. 26 negative correlation 20 14 8 2 0 2 8 14 20 26 32 38 44 IG Scale: Y = 2 = lowest level of involvement 26 = highest level of Involvement 1C - 2 = greatest influence 44 = least influence 159 J. Is There a Relationship Between the Minister's Level of Participation in Continuing Education and His Perceived A b ility to Manage His Perceived Role C onflict with His W ife and Children? Question IX . The variables tested against each other were: Y w ith SC Y w ith AC Y w ith CC Y with 1C The variables Y w ith SC and A C were rejected as significant correlations. The following variables were accepted as significant: Y with CC The linear relationship between Y (the level of participation in Continuing Education) and CC (the level of role conflict management with w ife and children) appears to be moving in this manner: 26 20 14 negative correlation 8 2 0 2 8 14 20 CC Scale: Y = 2 = Level 0 26 = Level IV CC - 2 = conflict resolved 20 = conflict unmanageable 160 The correlation sign is negative. As the role conflict between the respondent and his w ife and children moves toward the unmanageable le v e l, the respondent's participation level in Continuing Education appears to move toward lesser involvement. These variables appear to be independent. Y w jt h 1C The linear relationship between Y (the level of participation in Continu­ ing Education) and 1C (the level of influence on the respondent's current role concept by his w ife and children) appears to be moving in this manner: 26 20 negative correlation 14 8 2 0 2 8 14 20 1C Scale: Y = 2 = Level O 26 = Level IV 1C = 2 - conflict resolved 20 - conflict unmanageable The correlation sign is negative. As the influence on the respondent's current role concept by his w ife and children decreases, the level of his participation in Continuing Education seems to move toward less involve­ ment. These variables appear to be independent. 161 Summary of Question IX Is there a relationship between the minister's level of participation in Continuing Education and his perceived a b ility to manage his perceived role conflict w ith his w ife and children? The analysis of the data seems to indicate that weak evidence points toward a positive response. K. Question X . Is There Incongruity Between the Respondent's D efinition of Continuing Education and the D efinition Used in this Paper? The respondents indicate Continuing Education was a learning experience that would enrich their professional competence and/or personal lives. The distance between the definition of this paper and the respondents appears to be the intentional programming that the research definition assumes: Four M ajor Categories from the Research D efinition of Continuing Education n % of n I. Respondents perceiving Continuing Education as a learning experience 67 100% do 0 do not II. Respondents perceiving Continuing Education as meeting personal a n d / or professional needs 52 7 7 . 6 % do III. Respondents appearing to have goals for their Continuing Education 29 4 3 .3 % do 5 6 .7 % do not IV . Respondents appearing to have an intentional program for the completlon of their Continuing Edu­ cation goals 22 3 2 .8 % do 6 7 .2 % do not 2 2 .4 % do not 162 A fte r analysis of this data, it would seem that 5 6 .7 % of the sample do not have goals related to Continuing Education. Sixty-seven and tw o - tenths percent of this sample appear not to have an intentional program of Continuing Education, tw e n ty -tw o and four-tenths percent of this sample do not seem to perceive Continuing Education as meeting personal and/or professional needs. O n e hundred percent of the sample perceived Continuing Education as a learning experience. Summary of Question X Is there incongruity between the respondent's definition of Continuing Education and the definition used in this paper? The respondents seem to have a good understanding of Continuing Education as a part of the learning enterprise, but hove a decreasing in ­ terest in intentionally using Continuing Education as a port of their profes­ sional improvement a n c /o r personal enrichment process. The distances between their definitions and the working definition of this paper seemed to fa ll mainly ?n Categories I I , I I I , and IV . There appeared to be an increasing number of the respondents that do not perceive their Continuing Education to include: II. meeting personal and|/or professional needs (2 2 .4 % ) III. having a goal(s) for Continuing Education (5 6 .7 % ) IV . having an intentional program of Continuing Continuing Education seems to be an untried possibility. Education (6 7 ,2 % ) Perhaps the respon­ dents are not convinced that Continuing Education is a service to themselves they are able to afford — time or moneywise. 163 L . A Brief Summation of Chapter IV Question I The sample seems to perceive Continuing Education as valuable in assisting them in their management of role co n flic t. They report feeling some conflict w ith certain persons, however statistically * there seems to be only weak evidence supporting this perception. Question II It would seem safe to assume a positive response to this question would be appropriate. The research affirmed the assumption that a minister's perceived sources of role concept do indeed affect his perceived o b ility to manage perceived role conflicts. Question 111 This question was also seemingly answered positively by the research. It would seem safe to assume that a minister's agreement level w ith his role concept sources does affect his a b ility to manage perceived role conflicts. Question IV It would appear that a positive response to this research question fs not justified. A respondent's level of involvement in Continuing Education does not seem to affect his perceived level o f importance in his community. Question V The research did not produce any information that could be used to justify a positive answer to this question. A minister's perceived level of im­ portance in his community does not affect his perceived a b ility to manage perceived role c o n flict. 164 Question V I The respondents seem to perceive that Continuing Education is a positive influence on their role concept. It would appear however, that there is only weak evidence to support a positive response to this question. Question V II There seems to be no evidence to support a positive response to the question of a minister's perceived level of participation in Continuing Education affecting his perceived relationship with his district super­ intendent. Question V III The Chi-square procedure seems to indicate that the level of participation in Continuing Education is dependent upon the influence on the respon­ dent's current role concept. This analysis would seem to indicate it is safe to assume a positive response to this question. Question IX The analysis of the data seems to indicate that weak evidence points toward a positive response to the question of does a minister's level of participation in Continuing Education affect his perceived a b ility to manage his perceived role conflict with his w ife and children. Question X There appears to be incongruity between the research definition and the respondents' definition of Continuing Education. A ll of the respondents perceived Continuing Education as a learning situation, however, 2 2 .4 % did not feel it met personol and/or professional needs. Fifty-six and 165 seven-tenths percent did not feel they hod goals for their Continuing Edu­ cation process. Sixty-seven and two-tenths percent did not feel they hod on in ten tionally planned program for their Continuing Education. In Chapter V of this paper, conclusions drawn from the analysis of the data and a discussion pointing toward the need for future research w ill be presented. CHAPTER V C O N C L U S IO N A. Introduction This project has attempted to discover information concerning a sample of United Methodist ministers. Doto illustrating their role concept sources, their agree­ ment levels w ith these sources, and their perceived levels of role conflict management with the sources of their role concepts were collected and analyzed. This project attempted to test for possible relationships between these variables and their level of involvement in Continuing Education. Through my research there appeared to be only a limited number of studies related to this project. The literature I was able to assemble for review seemed to promise a correlation between Continuing Education and the development of role con­ cept and the a b ility to manage role conflicts. It wos hoped that this study would an­ swer some of the questions raised by that literature, raise some questions of its own, and stimulate further research regarding the affect of Continuing Education on the professional and personal lives of ministers in the West M ichigan Annual Conference of the United Methodist Church. B. Conclusions Drawn From the Research This section of Chapter V w ill contain a restatement of the research ques­ tions and discuss the conclusions that were drawn in the summary of Chapter IV . 166 167 Q uestion! Is there o relo tionship between the minister's level of involvement in Con­ tinuing Education ond his perceived a b ility to manage perceived role conflict? It would appear that the ministers of the sample perceive Continuing Edu­ cation as a positive influence in assisting them in the management of their perceived role conflicts. conclusion. The tests of correlation seem to point toward this The crosstabulations (Chi-squares), however, seem to indicate that the variables tested were not accepted as dependent at the . 10 le v e l. The conclusion of this researcher is that w hile these ministers seem to perceive Continuing Education as a positive influence assisting them in the management of their role conflict, the actual effect is statist­ ic a l) / questionable. There is incongruity between their perceptions and the statistical evidence relating to the dependency of the variables tested. The cause for this incongruity may be a stimulus for further research. Evidence leading toward a conclusion drawn from this research is lim ited, although the data relating to Question X does offer some pos­ sibilities. It would seem that the ministers in this sample recognire Con­ tinuing Education as a learning process and that many have participated in some form o f it . I t also seems evident that many of the respondents do not recogni7e Continuing Education os an intentional learning process that should result in the meeting of needs as its goals. In the subjective portion 168 of the questionnaire, which did not undergo computer analysis, there did seem to be evidence w ithin the sample that there is an increasing aware­ ness among the ministry that Continuing Education can be a vehicle for personal and professional growth when it is approached in an intentional state of mind. A re la tiv e ly small proportion of these men, however, seem to have taken advantage of Continuing Education opportunities with this goal ?n mind. This data w ill be discussed in greater d etail in the discussion of Question X . Question 11 Is there a relotionship between the minister's perceived source of role concept and his perceived a b ility to manage perceived role conflicts? A fter the analysis of the tests of correlation and the crosstabulations, it would seem appropriate to assume the source of the minister's role concept, both the developmental and current, does seem to affect his a b ility to manage perceived role conflicts. Because of the number of correlations that appear to be signifi­ cant and the number of variable combinations that were accepted as de­ pendent, it would seem appropriate to accept a positive response to this question. There appeared to be role concept sources that seemed to have more influence upon the minister than others. His colleagues, those m ini­ sters with whom he interacts, and who strongly influence his development 169 role concept also appear to be among those w ith whom he is most able to manage role conflicts. This same relationship appears to hold true for those respondents whose district superintendents and seminaries strongly influence their current role concepts. As either the district superintendent's or the seminary's influence on current role concept increases, the respondent's level of conflict management with these sources increases. The same relationship appears to hold true for the influence on current role concept by the district superintendent w ith the a b ility to manage role conflict w ith the bishop. Question III Is there a relotionship between the minister's agreement with perceived role concept sources and his a b ility to manage role conflicts? It seems justified to assume a positive response to this question. There was strong evidence that when a minister agrees w ith the ministerial role concepts of his district superintendent, bishop, and Pastor-Parish Relations Committee, he has little d iffic u lty with role conflict management with them. The apparent strong relationship between a high level of agreement with the ministerial role concepts of a man's seminary and his a b ility to manage role conflicts w ith his ministerial colleagues was also very evident. 170 Question IV Is there o relotionship between the minister's tevel of involvement in Continuing Educotion end his perceived level of importance in the community? It would seem that It is not appropriate to accept a positive response to this question. The apparent lock of significant correlations and the lack of apparent dependency among the variables relating to the question seems to v alid ate this conclusion. Question V Is there a re la tionship between the minister1s perceived level of importance in his community and his perceived a b ility to manage perceived role con­ flic t? The data related to this question, as in Question IV , showed no significant correlations or dependent variable combinations. There seemed to be no significant evidence to support a positive response to this question. Question VI Is there a re la tio nship between the level of the m inisters participation in Continuing Educotion and his role concept sources? It would appear that the level of participation in Continuing Education variable does significantly correlate with the level of agreement w ith the ministerial role concepts and the influence on his current role concept of the ministers w ith whom he had contact as a youth. This variable also 171 strongly correlated w ith the influence level of his w ife and children on his current role concept. O f the total sample, 9 2 .5 % indicated that Continuing Education positively influenced their role concept. A positive response to this r e - search question appears appropriate. Question V II Is there a re lo tio nship between the minister's perceiv ed level of p a rtic ipotion in Continuing Educotion and his perceived relationship w ith his district superintendent? The cnalysis of the data relating to this question, as with Question IV and V , showed no significant correlations or dependent variab le combi­ nations. There seemed to be no significant evidence to support a positive response to this question. Question V III Is there a relationship between the minister's level of participation in Con­ tinuing Education and his perceived relationship w ith the local church's Pastor-Parish Relations Committee? It would appear that there were no significant correlations among the v a ri­ ables. The test of dependency (Chi-squares) however, showed the relation­ ship between a man's level of participation in Continuing Education and the level of influence on his current role concept by the Pastor-Parish Relations Committee to be dependent. This might possibly suggest that 172 Pastor-Parish Relations Committees are supportive of their ministers continuing their education. In the subjective portion of the questionnaire, which was not subjected to computer analysis, the ministers w ere asked to discuss their involvement in Continuing Education. O f the 67 men in the sample, 49 (73% ) indicated that they regularly plan to attend Pastors School. A l­ though not asked specifically, 25 (37% ) of the sample indicated that they try to participate in learning experiences that take them away from the parish for two days or longer each year. This data also points toward support of the Pastor-Parish Relations Committee for Continuing Education for their minister. This area suggests further investigation. Question IX Is there a relationship between the minister's level of participation in Continuing Education and his perceived a b ility to manage perceived role conflict w ith his w ife and children? In the Chi-square test procedure, the variable combinations relating to this question appeared to be independent. In the test of correlation, two of the four variab le combinations were accepted as significant. O n the basis of this evidence it would seem appropriate to assume that a positive response to this question would be in order. The respondents level of participation in Continuing Education seemed to correlate w ith the variables concerning both the level of conflict management with and the influence on the current role concept of the w ife and children. 173 Question X It there incongruity between the respondent's definition of Continuing Educotion and the definition used in this paper? A ll of the respondents appeared to be in ogreement w ith the first point of the researcher's d efin itio n , that of Continuing Education being a learning experience. The percentage of respondents who perceived Continuing Education as having a role in meeting personal and/or professional needs dropped to 7 7 .6 % . When the criteria of having intentional goals for their Continuing Education was added, the percentage whose definition included this point dropped to 5 6 .7 % . O n ly 3 2 .8 % of the sample included having an intentional plan in their d efin itio n. Perhaps if the respondents were to experience these three concepts a t work in their personal and/or professional lives, Continuing Education would become a more effective re ality in their lives. C. Suggestions for Further Research As a result of the findings of the research project, the following suggestions for further research are presented: 1. Research into the affect of Continuing Education on the personal a n d /o r professional lives of ministers. A future researcher might use an experimental design to test two equal size groups of respondents, teaching one group a definition of Con­ tinuing Education containing the four categories previously used in the chapter. 174 G iv e the second group no defin itio n. O ffe r to both groups a collection of Continuing Education experiences. A fter two years, test the two groups for differences. 2. Research into the affect of parents on the future professional role concepts of their children. 3. f Research into the sources of role conflict and Its affects on the ministers' personal a n d /o r professional lives. The role concept/conflict sources used in this paper were arrived upon through informal discussions w ith lay and clergy persons and through my reading. The data indicated that ministerial roie conflict does indeed exist and affects the ministers' personal and professional lives. Further re­ search exploring other sources of role conflict than examined in this paper and a more complete study of their influences on the minister seems to be needed. 4. Research into the affect of the relationship between the minister's spouse and family and his district superintendent and bishop in relation to his professional life . The variable combinations relating to the affect of the church's heirarchy on the professional life of the minister and the variable combi­ nations relating to the affect of the minister's w ife and children on his personal and professional lives appears to be dependent. appears to suggest further research. This dependency 175 D. Implications for Further Consideration Eight role concept sources were tested against each other according to their influence on the respondents' role concept development and their current role concept. According to both the correlational procedures and the tests of Chi-squares, those variables representing the bishop's and the district superintendent's influence appear to be moving inversely to those variables representing the respondents' parents and wives and children. According to this collective perception by the sample, the minister's role concept is developed out of tension between these four variables. This tension may be the actual source of role conflict experienced by the ministers of this sample and may also be experienced by the total population. The im plication behind this may still be cloudy, but the possibility of incongruity between these role concept sources is a cause for concern. wonders i f this apparent tension can be programmed out of existence. This reseacher Being aware of this possible tension might enable parents to become more aware of the problems and possibilities of the profession of ministry. This incongruity may be caused by ignorance on the part of parents as to the demands related to the tasks of the minister. Perhaps they do not completely comprehend the role of preacher, teacher, priest, organ!7er, and administrator. The church and its related functions may be romantized by the parents, causing the role concept of their children to be unrealistic. This research does lay claim to the cause of the incongruity, it only claims the existence of the inverse relationship with the bishop and the district superintendent. 176 The implications for the w ife are not c lear. It would seem lo g ical, how­ ever, to assume that she might be more aware of the demands of the ministry. She views the church and its operation from the parsonage and this observation point may tend to color her opinions of the church, its officials and heirarchy. The district superintendent and the bishop are powerful forces in the life of the minister and his fam ily. Their salary, living conditions, and prestige are apparently dependent on an appointive system. The minister and his fam ily are assigned churches by the bishop and the district superintendent. Perhaps this situation has something to do w ith the inverse relationship between the w ife and children, the bishop, and the district superintendent. It may be helpful if bishops and district superintendents open direct com­ munication with the minister's spouse during those times of decision. The relationship between the w ife (spouse), the bishop and the district superintendent is apparently important to the personal and professional effectiveness of the minister. C onflict between these role concept sources can only enable the minister to experience inner tension and pressure. This may cause him and his profession a dangerous disservice. It was hoped that Continuing Education would play a strong role in the management of role conflict and the continuing development of his role concept. W h ile Continuing Education is perceived to be a positive influence in role conflict management and continuing growth in role concept, tension between role concept sources seems to be a block to positive growth. Those data seem to indicate that recognition of this tension is appropriate. I f a solution Is to be realized, the bishop would seem to have a responsibility, the 177 parents have a role to play, the w ife and children have their responsibility. minister is called to serve God by serving through the church. of role is essential. The To do this, clarity It is hoped that this clarity can soon become apparent. Perhaps clarity of role concept can produce a reduction in role conflict and this in turn enable the minister to function free of the negative effects of role conflict. SUMMARY O F DISSERTATION 1. Problem M inisterial role conflict seems to have a destructive effect on the profes­ sional and personal lives of clergypersons. that role conflict is one of try. This study attempts to discoverwhat It has been reported by numerous authors thereasonsformen andwomenleaving the Christian minis­ affect Continuing Education has hadon a randomly selected sample of United Methodist ministers serving pastoral charges (churches) in the West M ichigan Annual Conference. 2. Design A series of ten research questions were formulated and a sample of 67 was randomly selected. Two data collection instruments, a questionnaire and a per­ sonal interview, were administered. The data was organized and the questionnaire portion was analyzed by computer. The principal measures chosen were frequency distributions, tests of cor­ relations, and crosstabulations to indicate dependency or independency among the variables. 3. Conclusions It appears that a minister's a b ility to function In his profession is affected by many factors, among which include his perceived sources of role concept and his agreement with them. 179 There appears to be a lack of congruency among the ministers of the sample as to what Continuing Education really means. The research definition contained four specific aspects of Continuing Education: - as a learning experience - as meeting personal and/or professional needs - as having specific goals - as following an intentional program O n ly 2 8 .4 % of the sample included a ll of these points in their personal definition. The data obtained and analyzed in this project did not clearly indicate that Continuing Education is helpful to the minister's management of role conflicts in his personal or professional lives. It did affirm that ministers tend to perceive C ontin­ uing Education as helpful in their role conflict management, particularly with their Pastor-Parish Relations Committee and with their wives and children. The extent to which a minister tends to participate in Continuing Education seems to be dependent upon his current feelings about and agreement with ministers with whom he had contact as a youth. There was also a strong correlation with his level of participation in Con-: tinuing Education and the influence his w ife and children have on his current role concept. 4. Suggestions for Further Research Research into the affect of Continuing Educotion on the personal and/or professional lives of ministers. Research into the affect of parents on future professional role concepts of their children. FO O TN O TES FO O TN O TES Jeffrey Hodden, The Gathering Storm in the Churches, (N ew York: Doubleday & C o ., 1969), Chapter 1. ^Gerald R. M ille r and Mark Steinberg, Between People, (Chicago: Science Research Associates, In c ., 1975). ^Ellis L. Larsen, Some Sociological Insights into the State of the M inistry, (Unpublished paper presented to the Study Commission on the M inistry, The United Methodist Church, October 1974), p . 1. ^ b id . ^Jacob W . G etzels, James M . Lipham, and Roald F. Cam pbell, "Educational Administration as a Social Process" in Theory, Research, Proctica (Evanston: Harper & Row, 1968),pp. 5 6 -7 8 . ^M ark Rouch, Competent M inistry, A G uide to Effective Continuing Edu­ cation, (N ashville, Tennessee: Abingdon Press, 19747, pp. 3 4 -4 6 . ^ Ib id .,p p 4 1 -4 7 . ®Ellis L. Larsen, Some Sociological Insights into the State of the Ministry, (Unpublished paper presented to the Study Commission on the M inistry, The United Methodist Church, October 1974), p. 1. 9|bid. , 0 lb id ., p. 2 . ^ C ontinuing Education is defined as organized and intentional learning that takes place after the formal education has been completed. Refer to statement on Continuing Education in the definition of terms in Section III of this chapter. l^Ellis L. Larsen, Some Sociological Insights into the State of the Ministry in West M ic h ig a n . (Unpublished paper. Systems Facilitation Association, Evanston, December 1974). ^ P a u l S. M inear, "The Idea of C hurch," The Interpreter's Dictionary of the Bible, (N ashville, Tennessee: Abington Press, 1942), Vols. A - D, p p .6 0 7-6 1 6 . ^ M . H. Shepard, J r .,_ "Christian M inistry, 11 The Interpr^eHs Dictionary of the Bible, (N ashville, Tennessee: Abington Press, 1962), Vols. K - Q , p p .3 8 6 -3 9 0 . ^B ook of Discipline of the United Methodist Church, ed. John E, Procter, (N ashville, Tennessee: United Methodist Publishing House, 1973), p. 566. 180 181 ^ A rth u r W . M unk, A Synoptic Philosophy of Educotion, (N ashville: Abington Press, 1965), p. 3 5 . ^Russell J . K leis, An Area Approach to Continuing Education, (Unpublished paper. Address - M ichigan A rea Study, 1967). ^®Russell J . Kleis, Towards A D efinition of Continuing Education, (Unpub­ lished paper, M ichigan State University, 1971). 19lb id . 20john Biersdorf, Creating An I ntentional M inistry, (N ashville: Abingdon Press, 1976), Chap. 3 . 2 1Jacob W . G etzels, James M . Lipham, and Roald F. Campbell, "Educational Administration as a Social Process," in Theory, Research, Practice, (Evanston: Harper & Row, 1968), pp. 182-202. 22|bfd. 23 World Book Encyclopedia Dictionary, ed. Clarence L. Barnhart, (Chicago: Doubleday Publishing, 1969), V o l. 2, p. 1790. 24|b id ., V o l. 1, p. 436. 25 Ellis L. Larsen, Some Sociological Insights into the State of the Ministry in West M ichigan, (Unpublished paper. Systems Facilitation Association, Evanston, December 1974). ^ E lto n M ayo, The Human Problems of an I ndustrial C iv iliz a tio n , (N ew York: M acm illan Publishing Company, 1933). 27 Jacob G etzels and E. G . Guba, "Social Behavior and the Administrative Process," In The School Review, ^Winter, 1957), V o l. LXV, pp. 4 2 3-4 4 1 . 28 M alcolm S. Knowles, The Modern Practice of Adult Education, (N ew York: Association Press, 1972), pp. 2 2 -2 9 . 29 Ib id . 182 3 ^Gustaf A ulen, The Faith of the Christian Church, (Philadelphia: M uhlen­ berg Press, 1948), p. 408. ^ M a tth e w 28: 19-20 32 I Cor. 4: 1-2 33The Book of Discipline 1976, (N ashville: The United Methodist Publishing House), p. (6 6 7 34 James D . Glasse, Profession - M inister, (N ashville and New York: Abingdon Press, 1968), pp. 2 5 -2 6 . 35 Mark Rouch, Competent Ministry - A Guide to Effective Ministry, (Nash­ v ille and New York: Abingdon Press, 1976), pp. 3 1 -32 . 36lb id . 3 ^Samuel Blizzard, "The Protestant Parish Minister's Integrating R ole," in The Minister's Own M ental Health, ed. W ayne O ates, (Great N eck, New York: Channel Press, 1961), pp. 144-145. 3 3 James Glasse, Profession: M inister, (N ashviile: Abingdon Press, 1968), pp. 2 5 -2 6 . 3 ^ lb id ., pp. 14-15. 40lb id ., p. 16. 41 H . Richard Niebuhr, The Purpose of the Church and I ts M inistry, (New York; Harper & Brothers, 1956), Chap. 2, pp. 48-95." 42 James Glasse, Profession: M inister. (N ash ville: Abingdon Press, 1968), pp. 14-19. 43 David S. Schuller, M ilo L. Brekke and Merton P. Stromen, Readiness for M inistry, (The Association of Theological Schools in the United States and Canada, 1975), p. 12. 183 44 Ib id ., p. 15. 45 James Glasse, Profession: M inister, (N ashville: Abingdon Press, 1968), pp. 3 2 -5 6 . —— — — — — — 46 Ib id ., p. 5 8 . ^ I b i d . , pp. 6 9 -7 0 . ^ I b i d . , p. 7 1 . 49 Ib id . 5 °lb id . * ^ lb id ., pp. 7 3 -7 4 . 52|bid . 53 Ib id ., p. 7 5 . * ^ lb id ., p. 40, 55 Ib id . ^ T a p e d interview , 1978. "^George G a llu p , J r. and John O . Davies, I I I , e d ., "Religion in Am erica, " in The G a llu p Opinion Index, (April 1971), Report N o . 70. 58, Ib id . 59 60 Taped interview, 1978. David S. Schuller, M ilo L, Brelcke, Merton P. Strommen, Readiness for M inistry, (The Association of Theological Schools in the U .S . and Canada, 1975), p. 11. 184 61 Ib id ., p. 28. 62lb id ., p . 32. 63 Ib id ., p. 75. 64lb id ., p. 3 0 . ^ I b i d . , p. 76. ^ J o c o b W . G etzels, James M . Lipham and Roald F. Cam pbell, Educational Administration as a Social Process, (N ew York: Harper and Row, 1968), pp. 5 ^ -5 9 . ^ T a p e d interview , 1978. 68 David S. Schuller, M ilo L. Brekke and Merton P. Strommen, Readiness for tor M inistry, Volume volume I - C inriteria, t e r io (The Association of Theological Schools in the U . S. and Canada, 1975), p. 14. 69lb id ., p . 17. 70 Jacob W . G etzels, James M . Lipham and Roald F. Cam pbell, Educational Administration as a Social Process, (New York: Harper and Row, 1968), pp. 5 9 -6 0 . ^ G a r y W . Hesser and Edgar W . M ills , "An Empirical Study of Protestant Clergymen: W ith Special Attention to their Involvement in Continuing Education," in Donald P. Smith's Clergy in the Cross F?re, (Philadelphia, The Westminster Press, 1974). 72 Connolly C . Gam ble, J r ., "A Lifelong Process of Learning," in Creating on Intentional M inistry, ed. Biersdorf, (N ashville: Abingdon Press, 1976), pp. 105-109. 73 Russell Kleis, "O bjectives of Continuing Education for M inisters," unpublished paper presented to SACM and The N atio n al Council of Churches. 74 M ary Ellen McSweeny, School of Education, M ichigan State University. 75 Norman H . N ie , Hadlia C . H ull, Jean C . Jenkins, Karin Stentrenner, D ale A Brent, Statistical Package for the Social Sciences, 2nd ed. (New York: M cG raw H ill, In c ., 1970). BIBLIOGRAPHY BIBLIOGRAPHY Aulen, Gustof, The Faith of the Christian Church. 1947. Philadelphia; Muhlenberg Press, Barnhart, Clarence L ., e d ., World Book Encyclopedia D ictionary. Doubleday Publishing C o ., 1969. Biersdorf, John, Creating An Intentionol M in istry. Chicago; N ashville; Abingdon Press, 1976. Blizzard, Samuel, "The Protestant Parish Minister's Integrating Role, 11 The Minister's Own M ental H ealth. G reat N e c k , N . Y . : Channel Press, 196H Corinthians I, 4; 1-2, The Revised Standard Version of the Bible, USA; Nelson Press, 1952. G a llu p , George, Jr. and John O . Davies, I I I , eds., Religion in Am erica, 1971, The G allu p Opinion Index, Report N o . 70, A pril 1971. Gam ble, Connally C . , Jr. "A Lifelong Process of Learning," John Biersdorf, e d ., Creating An Intentionol M inistry. N ashville; Abingdon Press, 1976. G etzels, Jacob and E. G . Guba, "Social Behavior and the Administrative Process," The School Review, V o l. LXV, W inter 1957. _________ and James M . Lipham and Roald F. Cam pbell. as a Social Process," Theory, Research, Practice. and Row, 1968. Glosse, James D. Profession - M inister. "Educational Administration Evanston, Illinois; Harper N ashville; Abingdon Press, 1968, Hadden, Jeffrey. The Gathering Storm in the Churches. C o ., 1969. N ew York; Doubleday and Hesser, Gary W . and Edgar W . M ilts . "An Empirical Study of Protestant Clergymen; W ith Special Attention to their Involvement in Continuing Education." A paper presented at the meeting of the Society for the Advancement of Con­ tinuing Education for Ministers, June 1971. Reported by Donald P. Smith. Clergy in the Cross Fire. Philadelphia: Westminister Press, 1974, Kleis, Russell J. "O bjectives of Continuing Education for Ministers. " paper. M ichigan State University, 1967. 185 Unpub. 186 ________________ . "A n Area Approach to Continuing Education." Unpub. paper, M ichigan State University, 1967. _______________ . "Towards a D efinition of Continuing Education." Unpub. paper. M ichigan State University, 1971. Knowles, M alcolm S. The Modern Practice of A dult Education. ation Press, 1972. N ew York: Associ­ Larson, Ellis L. "Some Sociological Insights into the State of the M inistry in West M ic h ig a n ." Unpub. paper. Evanston: Systems Facilitation Association, December 1974. Matthew 28: 12-20. Press, 1952. The Revised Standard Version of the Bible. M ayo, Elton. The Human Problems of an I ndustrial C iv ilis a tio n . M acm illan Publishing Company, 1933. M ille r, Gerald R. and M ark Steinberg. Associates, In c ., 1975. Between People. USA: Nelson N ew York: Chicago; Science Research M inear, Paul S. "The Idea of C hurch." The Interpreter's Dictionary of the Bible. N ashville: Abington Press, 1962. Munk, Arthur W , 1965. A Synoptic Philosophy of Education. N ashville: Abington Press, N ie , Norman H. and Hadloi Hull and Jean C . Jenkins, Karin Steintrenner, Dale H. Brent. Statistical Package for the Social Sciences, 2nd edution. N ew York: M cG raw H ill, In c ., 1970. N ieb er, H. Richard. The Purpose of the Church and Its M inistry. Harper and Row, 1956. N ew York: Rouch, M ark. Competent M inistry - A G uide to Effective M in istry. Abingdon Press, 1976. N ashville: Schuller, D a v id S ., M ilo L. Brekke, and Merton P. Strommen. Readiness for M inistry, V o l. 1 - C riteria. Association of Theological Schools in tne U .S . and (Canada, 19?5. Shepard, M . H . , Jr. "Christian M in is try ." The Interpreter's Dictionary of the Bible. N ashville: Abingdon Press, 1962. APPENDICES A PPENDIX A V ariable Code, M ean, and Standard D eviation Chart A1 VARIABLE CODE, I-.EAM, AND STAIIDARD DEVIATION MEAN S T D DEV 10.2691 8.8800 9•7335 £ 17.2965 12.5672 .6716 <#925 1.9903 ^. I791 9*9903 6 . |u43 2.7093 .9706 .9912 2.3529 1.6800 1.5000 I.6750 2.3750 S8 1:2$ 19.2537 21.5229 VARIABLE SY s sn XA XB XC sz i: 1 I H IB S* it a 18 ID IE IF f t P QJ 71 Q 172 QJ 73 Q178 IV s 88 AD I f IP CA ca cc S COB<2 ? CASES t t: 39.9179 17.9903 31.1692 19.4657 27.7612 30.0299 19.9552 22.9552 l:»B! 1.3918 .8807 2.2037 • 6923 .7029 • 8582. : J 1 S5 t .0959 .5000 1.0878 .7031 13.90^6 19.6205 U:2123 ll:Wo 10.3397 I t . 0219 15.0213 30.2985 13.0199 22.9259 20.5152 I • 731 3 2.1095 10.9395 9.9915 13.0890 12.6798 .6915 • 5609 3.0000 9,2368 12,9978 12.7761 7.2836 9.5821 10.9179 10.3861 • 756 6 I I . 522V 10.5075 5,5000 5., 9 0 3 0 5.3139 9.9552 5.0507 • 9776 .2985 7.1095 6.8507 6.2000 1.0209 I I .3731 9786 5.3319 4.7767 5.6196 4.5706 4.7576 3.3397 3.6067 3.522V $l!sf ? 3.933V 4.2109 4.0047 6 0$9 £ APPENDIX D Table of Significant Crosstabulations (Chi-Squares) A15 TABLE OF SIGNIFICANT CROSS-TABULATIONS (CHI-SQUARES) Y by IG SH by AE SA by AA SH by CA AA by CA SA by AC SA by CC AA by CC SB by CA S3 by CE AA by CH SB by CF SC by AC AC by CA AD by CD SC by AD SC by AD by CE AE by CA SD by \C AE by CD SD by * AE by CE AB by CB SD by A:! SE by AG by CA AG by CC r* ■4 4 AH by CF *^T Y by Q173 SE by SE by SF by * 4 SF by SF by A-1 i^4 sr by SF by <4 Sr- by SI; by J m Sri by IB by CC IC by CC ID by CD ID by CE IE by CD IE by Cl * } IH by CF •n •v IH by CH APPEN DIX E V a riab le Identification A 16 VARIABLE INDENTIFICATION Source of Concept (Developmental) SA Ministers v/ith v/hom he had contact as a youth S3 Parents SC Wife - children SD District Superintendent SE Bishop SF Colleagues in Ministry SG Pastor-Parish Relations Committee SH Seminary Source of Concept (Current) IA Ministers v/ith v/hom he had contact as a youth 13 Parents IC Wife - children ID District Superintendent IE Bishop IF Colleagues IG Pastor-Parish IH Seminary Relations Committee A 17 Variable identification cont. Level of Conflict Management v/ith j CA Ministers v/ith v/hom he hadcontact as ayouth CB Parents CC V/ife - children CD District Superintendent CE Bishop CF Colleagues in ministry CC Pastor-Parish Relations Committee CH Seminary Cl Other significant sources P The level of effect Continuing Education is perceived by this sample to have had on their role concept. H The perceived level of importance in the community Z The perceived level of importance in the community as it should be according to the minister. 3 Did the ministers perceive Continuing Education experiences assisted them in the management of their role conflicts? Y The level of involvement in Continuing Education, APPENDIX F Crosstabulation Reports a JiftQi 11,3 r(h v io i ffi IU8JT 44 4 « » f (« k « ■*•1* Nil- $ •' s*: «•*: *<■# • *+ • • t* * * *ginUM »M « * I **<«• JI »vu« • Miao * »w rs#i* • • r ■■•i* /lO ^ O • > < * ,* i*** i« •« • fW'JW I ” f *iT I H *t*9N > t » O *• • • 0 f *813* « ft* ‘ -C0 3jji JO S33«-Jl0 3* i non*4 • W** |H > « | s/I*** »« k I k* ** • (H (P f IH I t • • ••* »•*• I » 4«h<4H • (■ II » I" * «• «I* ^ M p n n r » | .^ 'k irk t >(«• •• |» • *• < ♦k r "< •*>3» hu « *# ■ '• t 4 *N* WW 81V I -I 4T0» <00* A19 t nurt si XI i2 .i fa n - 2. e. [ ! f it bj.t : lb.9 * IOC. 1 ?:* ib.f . . .U. .:i. . . . ” \ r Y \ ....... [ " 1• *• i<-. i ^ •«:! i.f J i I ij.? :*:'r * *5-{ i v.i 1.9 21. : > i: t s i 12. I i ; : 1 J i... % { I f i 1t I1 M 1 t S *•7 19*fSk i.\ 2! lb. I t ...til.. r •* 27.? 7<-.b »>I . 5.1 ■i..' * * * * * * * * * 0 I . t | j ;s:i i : i t r ? i u ,i [ ib.J 9.J J f.L ...1:1’.. * . . . } : : . . 1 \ 7'. J f 1 1 1 r j 9o.e f l \:l 2b.f J 50.f ?:* lh l { { 50. ? ? I 11.1 I * 1.0 i._ ; 11 IB is’ *’ »'.• 1 19.b 21.b 1.5 Ib.b 2b.9 59.59212 HjTti 9C PfffiCt' 0) MCCOOi. SIGI _________ • • C' i H'-n tj:x l •I scu;i c • : f • ii.T Si. •nil 25. C 0 0 2f .] ib. II * a | |» lid 1.0 lb.1 t 9. C h :\ 50. | ‘ J: t fc.C I t I 0 0 0 s.. 5 7.9 b. 0 b b. * ioo-o . 021 * A20 AC a0“ ft it i " rr i 1:1 ( ill..*. i• * *»*• 7 I i f .*• I It.** lb lb b. t 1«,1 t. V 11 11 fi: LI IbfJ 1 lb. lbi i r .f lb. I t>.( J . l.J 1! •.o.c ib .t H .7 O .t b .t ) l i:i j lf»* f «•* ( 1*1 5 T• A b.l I c.c 1 .5 i^. £ f .3 1.5 J i. 1 h j 5:E j 8 I I It 0 i j ,si:i i b«. Lw : i ‘ tt« e*i rou.^c • TOTAL 1 5 .£ )l • ;.s bC. J b J .tlt'K I | { IS .? **l I i.b 1 . . . . . . . t J * ; 5 t.( 1t « 1 i. j ii o i <■sees o r rr*:coan. jfis v llH i t ij * f i. f 8 t i.4 6• 6. 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' 1 .010^ A51 *><•». IN 1*. • •*4 0 n e a • 7S.C 21. 9.1 ’ 0*-t A 12.1 ■ • • ■ e n JSk • I.. 3 •>*! .a * e rfr 1J o n 6 P 0 tt ?«.. n 12. f jn . r 111* : d .: •..t • * ■• • • S I. n S. . 3 j.ft 6.1 J 1* » 3 ?n. o ?p. 3. *. 1. ' I* ,I:i 31.? it.: 3.0 Jl.S 3 .6 I.' 2e t.7,0 i t * CC SQUARE • 26.0VPi t ►: Trt or « n n » J tflS6 R ^ ; ; c M 5 • 1•• 21.2 i.> f. 1 *u*t[K r S1.K f*. c io.t *.6 I 6 9 .1 6o. V r ». 6 3.0 > ! • * • « • »* » » 10.6 ib o r c m 1 66 ico.o or ruecos*. s :c ia r :;i:< :: * .0**6 APPENDIX G Questionnaires A52 OBJECTIVE Q U ESTIO N N A IR E 1. How long hove you been an elder?___________________ 2. What undergraduate school did you graduate from? 3. What seminary did you graduate from? 4. Using one term from each of the following columns, please describe the church you are now serving or left as of this Conference (1977) 5. A. Inner C ity Suburban Small Town Rural B. Conservative M id d le of the Road Liberal Charismatic 1977 Budget: $ 5 1 ,0 0 0 or above $ 4 1 ,0 0 0 - 5 0 ,0 0 0 $ 3 1 ,0 0 0 - 4 0 ,0 0 0 $ 2 1 ,0 0 0 - 3 0 ,0 0 0 less than $ 2 0 ,0 0 0 A . _______________ B ._______________ C. Do you feel Continuing Education should be ac tivities? _ _ _ _ _ _ _ _ _ 7 es 6. C. ________ a part of a minister's no A re you involved in Continuing Education? ___________ yes no I f you answered Ves to the above question (number 6 ), please answer questions 7A through 11A . I f you answered N o to the above question (number 6 ), please answer questions 7B through 9B, beginning on page 2 . A 53 7A. Indicate your level of involvement in Continuing Education: a. b. c. d. 8A . How many Continuing Education activities do you participate in per year? (Do not include Annual Conference: do include Pastor's School) a. b. c. d. e. 9A . ___ 10A. ___ _ _ 11A. ___ ___ ___ 7B. _ _ ___ I spend a great deal of time I spend alot of time I spend some time I spend hardly any time M ore than 12 1 0 - 12 7 -9 4 -6 1 -3 Howmuch time do a. b. c. d. you spend in Continuing Education? 10 hrs. per week 6 hrs. per week 2 hrs. per week hourv^days p e r _______ Is Continuing Education more of apersonal enrichment experience or a professional demand for you? a. b. c. personal enrichment professional demand equally both Indicate the importance of Continuing Education to you: a. b. c. d. e. Very important Important N eu tral N o t very important Unimportant Indicate which of the following statements best describes the primary reason you are not involved in Continuing Education? a. b. c. d. e. It takes away from my ministerial duties. It takes time away from my fam ily. It costs too much money. I see no value in Continuing Education. M y congregation would not approve. A54 8 B. Indicate the importance of Continuing Education to you: _ _ 9B. a. b. c» d. e. V ery important Important N eutral N o t very important Unimportant Do you spend time in enrichment study other than that study you do for sermon preparation? Y es No I f yes, a. b. c. d. 10 hours per week 6 hours per week 2 hours per week hours/dayt p e r _____ EVERYONE PLEASE COMPLETE THE REMAINDER O F THE Q U ESTIO N N A IR E 12. How important do you perceive the minister's role to be in your community? a. b. c. d. e. 13. Most important Important N eutral N ot very important Unimportant How important do you think the minister's role in the community should be in your community? a. b. c. d. e. 14. Most important Important N eu tral N o t very important Unimportant Scale these influences on the development of your role concept: (Assign a number to each - *1 = greatest influence; * 8 =least influence) ___ ___ a. b. c. d. e. f. Ministers with whom you had contact as a youth Parents W ife - children District superintendent (pre-June, 1977) Bishop (Drs. Loder orAmmons) Colleagues in ministry Pastor-Parish relations committee Seminary A 55 Using the * 1 - ^ 8 scale from above, scale these influences on your current role concept: a. b. c. d. e. f. g. h. Ministers w ith whom you had contact as a youth Parents W ife - children District superintendent (pre-June, 1977) Bishop (Drs. Loder or Ammons) Colleagues in ministry Pastor-Parish relations committee Seminary What effect has Continuing Education had on your role concept? a. b. c. d. e. ___ ___ ___ ___ V ery Positive Helpful N eutral N o t Helpful Very N eg ative Do you feel the ministry is primarily a service toward: (Scale in order of importance: *1 = greatest importance to *5 = least importance) a . ___ Local church b. United Methodist Church Conference c. God d . ___ Local community e. United Methodist Church District Do you agree w ith the ministerial role concepts held by: Yes Ministers with whom you had contact a. 1 2 3 as a youth b. Parents 1 2 3 1 2 3 c. W ife - children 1 2 3 District superintendent (pre-June 1977) d. 1 2 3 e. Bishop (Drs. Loder or Ammons) Colleagues in ministry 1 2 3 f. 1 2 3 Pastor-Parish relations committee 9* 1 2 3 Seminary h. • O ther significant sources (please list;) 1 2 3 i. No 4 5 4 4 4 4 4 4 4 4 5 5 5 .5 5 5 5 5 A56 19. Using the follow ing scale, indicate your level of conflict management with these influences: a. b. c. d. e. f. 9* h. i. Ministers w ith whom you had contact as a youth Parents W ife - children District superintendent (pre-June 1977) Bishop (Drs. Loder or Ammons) Colleagues in M inistry Pastor-Parish Relations Comm. Seminary O th er significant sources (please list:) 1. 2. 3. 4. 20. Have you received benefits from your Continuing Education experiences that have assisted you in managing conflicts between yourself and the concepts others hold concerning your tasks? Please in d ic a te ________ a. b. c. d. e. 21. C onflict has been resolved (able to resolve disagreement) M anageable (the respondent acknowledges the existence of role conflict but is able to deal w ith its source(s) in a satisfying manner. M anageable, but uncomfortable ^tfie respondent is able to manage his c o n flic ts ) by assuming a sub­ ordinate role which appears to be uncomfortable) Unmanageable -The respondent's role c o n flic ts ) cannot be con­ tained in whot he considers to be a manageable level) Yes, very much so Yes, some I don't know N o , not much N o , none at a ll In what areas would you recommend ministers continue their education. Please list three: 1. 2 . 3. Thank you very much for your tim e and cooperation in this study. It is my goal that my research w ill be o f use to each of you in the furthering of our common goal — that of serving our G o d . There is a second part of this questionnaire, a personal interview , during which I w ill need to sit down with each of you and discuss some questions that A57 could not be handled in this type of format. It w ill be very short, and might pos­ sibly take the form of a phone c a ll. I f you would please list your summer office hours and the phone number(s) where I would be able to reach you, I would be most appreciative. LFW A 58 PERSONAL INTERVIEW QUESTIONS 1. Please define Continuing Education as you perceive it. 2. Do you have a Continuing Education plan? I f you do, describe it . 3. Do you have o goal or set of goals for your plan? I f so, describe them. 4. Do you attend district ministerial meetings? I f so, why? I f not, why not? 5. In what areas do you believe ministers should continue their education?