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  Jerusalem council and doctrinal conflict : an exegetical study of Acts 15:1-35

  (Adventist International Institute of Advanced Studies, 1995-03) Tjakrapawira, D. (Djemingun)

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  Statement of the problem Authority is a significant factor for the existence and the function of the church. A pressing question is raised in regard to the conflict recorded in Acts 15:1-35: What authority did the Jerusalem Council have in regard to resolving doctrinal conflict? Purpose of the Study The purpose of this study is to explore the authority of a council in solving doctrinal conflicts as modeled by Acts 15:1-35. By examining the source, nature and practice of the authority of the Jerusalem Council, one can better understand and apply the concepts governing the authority of the church authority is to be used the contemporary scene. Significance of the Study By examining this issue in depth, certain important Biblical principles can be uncovered which will assist the church in dealing with doctrinal conflicts. Thus, the church will be much better able to fulfill the agent of gospel ministry. Methodology The methodology employed in this study is exegetical and theological. The method adopted is the historical-biblical method implemented by applying the principles of sola scriptura, with the unity of the Bible text as the basic assumption. Findings The study of the confrontation in Acts reveals that an authoritative decision could only be reached through an authoritative body. The church leadership in the hands of the "pillars" did not have enough authority to solve the doctrinal conflict as recorded in Acts 15:1-35. An authoritative assembly was needed to meet that purpose. The Jerusalem council was the highest church authority on earth. The assembly exercised the principles of democracy under a combined influence of Hellenism and Judaism. At the same time, the readers practiced servant leadership. Through a manifestation of representative democracy, the assembly made a decision by consensus endorsed by the Holy Spirit.

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  Teacher and school-related factors associated with teacher's performance in selected Adventist academies in Luzon

  (Adventist International Institute of Advanced Studies, 1995-03) Tawinno, Pakdee

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  The major purpose of this study was to define ways by which educational administrators can improve the performance of teachers. The problem addressed in this study was, "What factors were associated with teachers' performance in selected Adventist academies in Luzon?" The three research questions posed were: "What is the status of the teachers' performance in selected Adventist academies in Luzon?"; "What variables are associated with teachers' performance?"; and "What is the contribution of each independent variable to teachers' performance? The method used in this study was a correlative survey. Ninety-three students were randomly selected from a population of 554 fourth-year students. The 35 teachers respondents from a population of 54 taught basic senior subjects in six senior Adventist academies in Luzon, Philippines. The data collection was done in January 1995. The return of the tools was 97.3 percent. The five variables considered as teacher-related factors were age, educational attainment, teaching experience, occupational commitment, and spiritual commitment. Another five variables were considered as school-related factors, class size, teacher loads, rewards, working environment, and school facilities. Two variables were added during the data analysis--gender and subject taught. Data treatment included t-test, ANOVA, Pearson r correlation coefficient, and stepwise multiple regression. A .05 level of significance was set. Of the 12 independent variables, four showed significant association with the teachers, performance variables (total scale and subscales). Gender was positively and significantly correlated with the teachers, performance total scale (p=.022) and teaching skill subscale (p-.010). Subject taught was positively and significantly associated with the teachers' performance total scale (p=.052) and relationships with students subscale (p=.O14). Age was negatively and significantly correlated with teachers' performance on relationships with students subscale (p=O53). Variables showing no association with teacher's performance were educational attainment, teaching experience, occupational commitment, spiritual commitment, class size, teacher loads, rewards, and working environment. Findings showed limited relationship between the teacher-and school-related factors and teachers' performance, as measured by student evaluation of teachers. The lack of significant findings limits recommendations for use of the methodology employed in this study for other similar studies.

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