Perceptions of pastoral competencies for fosteriing transformative learning in Pentecostal Churches of Gaborone

Abstract

This study proposed to investigate and determine perceptions of pastoral competencies for fostering transformative learning in Pentecostal churches of Gaborone. The study explored transformational learning theory as a framework to determine the results of the study. Starting with a rationale for fostering transformation or long-life change among Pentecostal churches, the study explored one framework for doing such education known as transformational learning. The researcher used interpretivism as a guide for the envisage research study, utilized the methodological triangulation methods. Interview and questionnaire data were triangulated to cross-check for internal consistency or reliability and test the degree of external validity for the findings of this study to determine conclusions. A population of seventeen Pentecostal churches’ pastors, who are at least ten years of service were used for the interview part of this study. Subsequently, a questionnaire data was collected from nine pastors randomly chosen from the initial seventeen participants to validate the transformative competency. The sampling technique used for this study was purposive, and random samplings. This study utilized both qualitative and quantitative research instruments (interviews and questionnaire) to obtain data, the results of which were coded, analysed, discussed, and reported. The study showed that although Pentecostal pastors are aware of their work and roles, they still need to be equipped with required skills or competencies for fostering transformative growth on congregants. The results showed a minimal mastery of skills required for fostering transformative learning in the church.