Jesus as a teacher and leader

Jesus as a teacher and leader 

In PRIME we use often Jesus as a role model for good teaching methods¹. Jesus was also a leader of a group of followers who, in time, themselves became teachers. We can learn from reflecting on Jesus as a leader of teaching and use what we observe in the areas of our leadership. 

Appointment of a leader

The appointment of a leader has to have a clear personal specification. Training of teachers is essential as is training for leadership. Jesus had already been trained by observing other teachers² and continued to learn for 30 years. He was inspirational; people were amazed by his teaching³ which was authoritative⁴ and he was an experienced healer - not just a theoretical teacher⁵.  Jesus was appointed with the approval of a “higher authority”⁶ and followed the requirements of that higher authority⁷. A forty-day course prepared him for all the potential personal pitfalls of his future status and role⁸.

Building a team

An education leader needs to build a team with a variety of talents. Jesus appointed people with life experiences⁹, some who were superficially unlikely candidates; tax-collector¹⁰; young and enthusiastic, but potentially head-strong¹¹ and someone with radical views¹². These recruits had potential transferable skills. As the team gels together, hopefully enthusiasm will develop and will lead them to encourage others to get involved¹³. The team observed Jesus teaching, where he used illustrations relevant to their situation. Although he was always in demand¹⁴ he still made time to sit down with them to debrief and discuss things they didn’t understand¹⁵. A leader still needs to take time out, reflect and pray¹⁶. In time he gave his team authority to go out themselves to teach and heal¹⁷, but then met with them for feedback sessions on their successes¹⁸, but to encourage them if they failed¹⁹.

Nurturing individuals

There may be people who have obvious talents but need extra support and encouragement to achieve their potential. Peter is a good example. In his time and culture Peter may have been a failed scholar²⁰, who then became a fisherman²¹. He was enthusiastic²², impetuous²³ and promised everything²⁴ but then didn’t deliver and let down his leader at crucial times²⁵. Peter even told Jesus he had got things wrong, because he didn’t understand the bigger picture, and had to be rebuked²⁶.  He needed encouragement when taking on a new task, if it meant getting out of the comfort zone of his boat²⁷, but also needed support when he failed²⁸. Jesus encouraged him in that he saw him as the bedrock of future teaching²⁹, and emerging from a background of failure, he was to become a lead teacher³⁰.

Dealing with conflict, opposition, pressures and probity

Unfortunately, not all goes smoothly in the teaching world. It is the leader’s responsibility to manage conflict and opposition. There may be enthusiastic members of the team who have their own ideas of how to deal with problems³¹ but then want to have promotion within the team³². Rivalry for status has to be dealt with³³. However, some battles with opposition are best not engaged with, and it is better to concentrate on more productive areas³⁴.

Some people might challenge our authority, as Jesus was by the established leaders (Pharisees) and teachers³⁵.  Jesus saw it as his responsibility to expose their double standards³⁶ and their strategy to control people³⁷ and also had to deal with dishonest practice³⁸.

As leaders there may be times when we have to carry on when there are external pressures, such as our families’ views on priorities³⁹ or when tragedies occur, such as deaths of family⁴⁰ or friends⁴¹. 

Perhaps one of the most challenging roles of a leader is to deal with dishonesty and probity issues. We need to be clear of the professional, ethical and moral standards expected of us. As Christians we have the Bible to clearly set out these principles, and our professional bodies provide us with standards for healthcare and education, such as from the General Medical Council in the UK.  As teachers we have to be prepared to be judged more strictly⁴². We expect members of our team to hold to these standards, but if it is one of our own team that causes difficulties, or criticises us, then this will be a particular challenge. Judas was given responsibility for the finances of the team but had his own view on priorities of how resources were to be allocated while he himself was embezzling the funds⁴³. Speaking out, or “whistleblowing”, is encouraged when behaviour, performance or dishonesty has to be challenged. Judas chose to use this as a tactic to try to get rid of someone who didn’t see things the way he did, and possibly also because he saw attack as being the best form of defence, if his dishonesty was to be exposed. He conspired with the authorities, who saw Jesus as a threat to their positions of power, to bring down a blameless leader. It is tempting to retaliate in situations when one is unjustly criticised, but in this instance Jesus chose not to take this approach, and justice for Judas took its course. As a leader we always need prayer for wisdom in dealing with difficult situations, for Jesus understands our situations and weaknesses⁴⁴.

Succession planning

If we have been a leader for some time, ought we to consider prayerfully when God might be asking us to step back and let others to take over? God may have a plan for us for something new or even bigger. Jesus was very clear about the process of succession planning. He commissioned his followers to go out and become teachers⁴⁵, empowering them to take on new roles and responsibilities⁴⁶. They went on to build new teams and new strategies, with dramatic life-changing outcomes (Acts of the Apostles). Jesus went on to a bigger role, alongside his Father, supporting the new teaching teams from a distance, and reassuring them that he will always be with them (Matthew 28:20), and always available for discussions and wise advice.

Professor Paul Rylance

PRIME tutor

Consultant Physician, Royal Wolverhampton NHS Trust

Honorary Professor, University of Birmingham

References

1. Luke 10: 30-37; 2. Teachers in the temple, Luke 2:41-49; 3.Mark 11:16; 4.Matthew 7:28-29; 5.Mark 1:32-34; 6.“…with him I am well pleased”, Matthew 3:17; 7.John 12:49; 8.Matthew 4:1-11; 9.fishermen; Matthew 4:19; 10.Matthew, Luke 5:27-32; 11.James and John “Sons of Thunder”, Mark 3:17; 12.Simon the Zealot, Mark 3:18; 13.Andrew and Philip, John 1:41-42, 45; 14.Matthew 14:13; 15.Matthew 13:36-43; 16.Matthew 14: 22-23; 17.Luke 10:1; 18.Luke 10:17-19; 19.Matthew 17:19-20; 20.Acts 4:13; 21.Matthew 4:18; 22.Luke 9:33; 23.John 18:10-11; 24.John 13:37; 25.denial Luke 22:54-62; Gethsemane, Matthew 26:40-45; 26.Mark 8:31-33; 27.Matthew 14:27-29; 28.Matthew 14:30-31, John 21:15-17; 29.Matthew 16:18-19; 30.Acts 2:14-41; 31.James and John, Luke 9:51-56; 32.Mark 10:35-40; 33.Mark 9:33-34;

34.Matthew 10:14; 35.Luke 20:1-2; 36.Matthew 23:23-36; 37.Matthew 23:1-4; 38.moneychangers, Mark 11:15; 39.Mark 3:31-32; 40.John the Baptist, Matthew 14:9-12; 41.Lazarus, John 11:1-44; 42.James 3:1; 43.John 12:6; 44.Hebrews 4:15; 45.Matthew 28:19-20; 46.Holy Spirit, Acts 2:4; 47.Matthew 28:

(The theme of this paper is available as a PowerPoint presentation as a resource for PRIME tutors)