The character of Controlled schools in Northern Ireland: A complementary perspective to that of Gracie and Brown

Abstract

The aim of this article is to interact with Anita Gracie and Andrew W Brown’s recent account of the historical development and nature of Controlled schools and of religious education in Northern Ireland in this journal. A complementary perspective is used to illustrate how the relationship between the Protestant churches and Controlled schools has evolved, and the bearing this has on how best to describe them. This is followed by a consideration of their claim that the type of education and of religious education practised in Anglican schools in England provide a model for Controlled schools to emulate.

Servant Leadership in Religious Boarding Schools Leaders: A Case Study

“…They strive to consistently apply the teachings of their faith. They see themselves as instruments of God's work and emphasize the importance of serving others (Araneda & Rodriguez, 2022). Religion plays a significant role in shaping the mindset and behavior of leaders.…”

“…Despite these challenges, the commitment to servant leadership remains strong, driven by the belief in the transformative power of serving others and the strong cultivation of religiosity. By navigating this complexity and finding a balance, servant leaders can continue to have a positive impact on the school community (Araneda, 2022;Gaugas, 2021;Greenleaf, 2002;Rosha, 2014;Sarkus, 2022;Swart, 2021, Wallace, 2012.…”

“…It is expected that by instilling religious values, there will be an influence not only on academic achievement but also on character formation and instilling obedience among members of the boarding school community (Dickson, 2019). One crucial resource in shaping the character and spirituality of students is the leaders, in this case, the school principal and vice-principal (Perdana et al, 2018, Araneda, 2022.…”