Character for Leadership: The Role of Personal Characteristics

Religious Contexts for Leadership 
The perspective that the leader’s character and skill leads to appropriate 
leadership behaviors and, therefore, desired leadership outcomes is critical to the 
leadership development processes for religious organizations. Unfortunately, those 
in formal religious leadership often do not exhibit the character qualities (i.e., 
possessing a loving heart, modeling servanthood, and having godly wisdom)
that 
one might expect of such leaders (Barna Group, 2003), qualities that are alleged to 
be upheld by transformational and servant leaders in other contexts (Dvir & 
Shamir, 2003; Farling, Stone, & Winston, 1999; Kouzes & Posner, 1999). In 
addition, many Protestant church leaders do not subscribe to a biblical worldview, 
and even fewer of the members of their congregations profess such beliefs (Barna 
Group, 2004). Those beliefs that are commonly held and are being taught by these 
leaders are not being internalized by followers or by the leaders themselves. 
Obviously, there is a significant disconnect between professed beliefs and actions. 
Unfortunately, many institutions of theological education assume that 
curricular coverage of theological content and ministry practice is adequate to train 
leaders for Christian ministry and that the formation of character, while crucial, is 
something to be relegated to an environment outside of the theological institution 
(Farley, 1983) such as the family or church. However, theological institutions are 
increasingly realizing that they are responsible for playing a significant role in the 
development of such qualities in their students and graduates (Tenelshof, 1999). 
Unfortunately, those institutions that have accepted responsibility for development 
of spirituality within their curricula do so by expanding course requirements, not 
revising programs, contributing to an ever-increasing problem of course 
proliferation (Jones, 1987). 
Theoretically, character development should be implicit and integrated 
within the enterprise of theological education since the purpose of such training is 
to develop leaders for the church who, in turn, are able to build up (transform) 

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Character for Leadership 
4 
 
others (Ephes 4:11-13). One cannot hope to transform another person without 
proceeding through such transformation himself. Therefore, church leaders are to 
be mature (1 Tim 3:1-13). Yet, churches, as well as institutions of theological 
education, struggle with ways to develop such leaders (Banks, 1999). Perhaps, it is 
due to the fact that the approach to leadership development is rooted in a former 
paradigm of education, consisting only of the presentation of content (Farley, 
1988). If this is true, a new perspective from outside the theological academy is 
required.