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A Factor Analysis of Professional Competencies and Local Church Clergy

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A Factor Analysis of Professional Competencies and Local Church Clergy AN ABSTRACT OF THE THESIS OF William B. Haburnfor the degree of Doctor of Education in Education presented on May 10, 1976 Title: A FACTOR ANALYSIS OF PROFESSIONAL COMPETENCIES AND LOCAL CHURCH CLERGY Abstract approved: Redacted for Privacy Thomas E. igsby The study had four objectives, the majorone being the identifica- tion of the common professional competencies for adequateperform- ance as a Baptist clergyman. A second objective was to determine the common professional competencies needed by Baptistpastors and ministers of education. The determination if significantlydifferent competencies were required for the pastor and the minister ofeduca- tion was the third objective.The final objective was to formulate recommendations which would be applicable in developinga curriculum for clergy preparation. A 90-item mail-administered questionnairewas developed by a jury panel of experts (six pastors, three laymen, two professors,a minister of education and an associational official). A randomly selected population of 188 respondents, 80 ministers of educationand 108 pastors equally distributed between two Baptist churchassocia- tions, were asked to indicate on a five-point Likert-type scale the level of proficiency necessary for each competency in relationto their ministry.Data were analyzed by using a two-way analysis of variance and factor analytic techniques. Selected Findings The two-way analysis of variance revealed that no significant differences existed between the scores assigned by clergy of the two Baptist church associations to 64 of the 90 competencies and that no significant differences existed between the scores assigned by pastors and ministers of education to 75 of the 90 competencies. No signifi- cant interaction existed between associations and types of personnel in 89 of the 90 competencies. An R-technique factor analysis was utilized to identify common professional competencies. A three factor solution generated 68 competencies that had factor loadings of ± .45 or higher.Factors identified were: 1. Factor I, Administration, was a general factor with four sub- factors.Sub-factor Ia was named Program Development.Sub- factor Ib was named Program Operation. Sub-factor Ic was named Community Relations and Sub-factor Id was named Counseling. 2. Factor II, Leadership, was a general factor with two sub- factors.Sub-factor IIa was named Individual Ability and Interpersonal Relations was the name given to Sub-factor lib. 3. Factor III, Management, was a general factor with two sub- factors.Sub-factor Ma was named Human Resources and Sub- factor Illb was named Financial Resources. Five of the ten highest mean ranked competencies dealt with personal relationships.The highest mean ranked competency was Establish and maintain a meaningful and Biblical relationship with your spouse.The lowest mean ranked competency was Take responsibilities for leadership in civic or community activities. A Q-technique factor analysis revealed a commonality among the respondents to the degree that both pastors and ministers of education could be grouped as clergymen. Recommendations It was recommended that: 1. Baptist clergy recognize the Biblical concept of equipping others for ministry. 2. Baptist clergy become more involved in civic responsibilites. 3. Baptist clergy develop a more balanced ministry including evangelism, preaching, and the training of others for ministry. 4.Clergy preparation could essentially be one program for pastors or ministers of education. 5. Clergy preparation include additional psychology courses to expand self-perception abilities and the establishing of inter- personal relationships. 6. The establishing of a competency based clergy educational program will, of necessity, involve leaders within the local churches. 7. Other church associations with similar theological positions be the subject of further research. A Factor Analysis of Professional Competencies and Local Church Clergy by William B. Haburn A THESIS submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Education Completed April 1976 Commencement June 1976 APPROVED: Redacted for Privacy Professor of kictucation V in charge of major Redacted for Privacy Dean of the School of Education Redacted for Privacy Dean of the Graduate SchPol Date thesis is presented May 10, 1976 Typed by Mary Jo Stratton forWilliam B. Haburn ACKNOWLEDGEMENTS The writer wishes to express sincere appreciation to thobe who have provided assistance during graduate study. A special thank you is extended to my major advisors, Isabella McQuesten and Dr. Tom Grigsby. They contributed special encouragement when it was needed. Dr. Martha Plonk is extended a thank you for her kind under- standing and special way of encouraging accuracy. Acknowledgement is also extended to the other members of my committee, Delmar Goode, Dr. Don Berringson, and Dr. Robert Bergstrom, for giving advice and assistance in a gracious manner. Special assistance was provided during the final portion of this project by Dr. Wayne Courtney and Dave Niess.Appreciation is extended to them and also to Dr. Mike Colbert for his expression of concern.Recognition is also extended to my secretary, Alice Bronson, for her kind and able assistance in typing the rough draft of this dissertation from the hand written copy. Most of all, a special thank you goes to my wife, Esther, for her special encouragement and patient understanding and to my family, Rachel, Tim, and Shiela, for setting aside some of their plans while waiting (sometimes impatiently) for this project to be completed. My love, concern, and appreciation is extended to each one of them. TABLE OF CONTENTS Page I.INTRODUCTION 1 Background of the Problem Statement of the Problem 5 Procedure 6 Hypotheses Limitations of the Study 7 Rationale for the Study 8 Definition of Terms 15 Chapter Summary 17 II.REVIEW OF LITERATURE 18 Historical Concept of Pastor 18 Pastoral Responsibilities 29 Biblical Concept 29 Traditional Concept 30 Contemporary Concept 31 Pastoral Competencies 35 Clergy Preparation 37 Concept of Competency Based Teacher Education 45 Origins of Competency Based Teacher Education 45 Distinctions between PBTE and CBTE 47 Conflicts in Competency Based Teacher Education 50 The Criterion Problem 53 Summary 56 III.DESIGN OF THE STUDY 58 Selection of the Population 58 Preparation of the Instrument 59 The Dependent Variable 61 The Statistical Design 62 Chapter Summary 64 IV.PRESENTATION OF FINDINGS 66 Analysis of Variance Procedure 66 Factor Analysis Techniques 67 Pale_ R-Mode Factor Analysis 71 Q- Mode Factor Analysis 84 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 88 Conclusions 92 Recommendations 94 BIBLIOGRAPHY 96 APPENDICES Appendix A. Jury Panel of Experts 107 Appendix B. Clergy Education Training Needs Study Questionnaire 109 Appendix C. Letter Accompanying Questionnaire 113 Appendix D. Disordinal Interaction Plot of Means 114 Appendix E. Tabulation of Mean Rank Order and Item Number 115 Appendix F. Results of Q- Mode Analysis 117 LIST OF TABLES Table Page 1 Sample of the Study. 60 2 Competencies with Significant Differences between Associations. 68 3 Competencies with Significant Differences between Types of Personnel. 70 4 Factor IAdministration. Sub-factor Ia Program Development. 7 5 Factor IAdministration.Sub-factor Ib - Program Operation. 74 6 Factor I - Administration.Sub-factor Ic Community Relations. 75 7 Factor I - Administration. Sub-factor Id- Counseling. 75 8 Factor IILeadership. Sub-factor IIa Individual Ability. 77 9 Factor IILeadership.Sub-factor IIb Interpersonal Relations. 78 10 Factor IIIManagement. Sub-factor Ina Human Resources. 79 11 Factor III - Management. Sub-factor Mb Financial Resources. 79 12 High Mean Score /Low Factor Loading Competencies. 81 13 Percentage of Common Variance for the R-Mode Analysis. 82 14 Highest and Lowest Mean Competency Scores. 85 LIST OF FIGURES Figure Page 1 Comparison of Real Data Versus Random Data. 83 A FACTOR ANALYSIS OF PROFESSIONAL COMPETENCIES AND LOCAL CHURCH CLERGY I.INTRODUCTION A careful observer of American life will be impressed by the extensive educational effort of the churches. More than half of the children and youth connected with Protestant churches are enrolled in Sunday schools. A majority of their parents depend upon these schools as the principal avenue of religious instruction.Hundreds of thousands of adults devote their time and energy to church-school administration and teaching. (60:15) This educational effort,this dependency of parents, this huge reservoir of adult workers depend upon the clergy for leadership. "As a vocation, the ministry was once quite simple to define.. today's arena for ministerial action is different" (47:1).The differ- ence includes a proliferated ministry and one demanding a multiple staff of clergymen in the church according to Hayes. The proliferated ministry is in response to changes in society.Writing from his own experience, Tucker highlights a similar problem when he challenges the church to change. He states that churches can no longer "operate as they did forty years ago in rural America" (102:20). Society at one time could be equated to the church.There was a time when the church was "literally at the crossroads of the com- munity where all paths of life converged" (76:7).During this time, people turned to the church for their education, their faith, and their 2 social life.As society changed, the clergyman could no longer maintain an isolated, exclusive ministry. As Bennett examined the
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