CC BY
80The role of servant leadership in creating a positive school
climate
Osias Kit T. Kilag https://orcid.org/0000-0003-0845-3373 okkilag12@gmail. com
Pau Excellencia Global Academy Foundation, Inc., Toledo City, Philippines
Felix M. Diano, Jr. https://orcid.org/0000-0002-7015-7877
fdiano@uv.edu.ph Marsha H. Malbas https://orcid.org/0000-0001-8978-2691 malbas_m@yahoo.com University of the Visayas, Cebu, Philippines
Debra P. Mansueto https://orcid.org/0000-0001-2345-36789 debra.mansueto001@deped.gov.ph Schools Division of Cebu Province, Philippines
Se P. Villar
https://orcid.org/0000-0001-5952-1503 cebuanotutor@gmail. com The Master's Bible Institute, Talisay City, Cebu, Philippines
Mervin T. Arcillo https://orcid.org/0009-0003-2454-8900 mervinarcillo@gmail.com Virgin Islands Department of Education, St. Thomas, US Virgin Islands
Abstract: This study investigates the role of servant leadership in creating a positive school climate. A quantitative research design was used to examine the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job satisfaction, and school culture. The study was conducted in several schools in a particular district, and data were collected using a survey questionnaire from 40 teachers and 1000 students. Data were analyzed using descriptive and inferential statistics. The findings suggest that there is a significant positive correlation between servant leadership and teacher job satisfaction (r = 0.55, p < 0.01), school culture (r = 0.62, p < 0.01), and academic achievement (r = 0.45, p < 0.01). The results indicate that servant leadership practices contribute to the development of a positive school climate. The study provides
support for the notion that servant leadership is a viable leadership approach in schools that can contribute to the development of a positive school climate. The results suggest that schools should consider implementing servant leadership practices as a way of improving teacher job satisfaction and school culture. By prioritizing the needs of their followers and creating a supportive environment, servant leaders can contribute to the development of a positive school culture that fosters growth and development for teachers and students alike. However, the study had several limitations, including the limited sample size and the reliance on self-reported data. Future research should aim to address these limitations by conducting longitudinal studies with larger and more diverse samples. Overall, this study highlights the importance of servant leadership in creating a positive school climate, and provides important insights for school leaders and policymakers seeking to improve the quality of education in their schools.
Keywords: servant leadership, school climate, teacher job satisfaction, academic achievement
Introduction:
The concept of leadership has been extensively researched in various settings, including the educational context. Leaders play a critical role in shaping the organizational culture and climate in schools. A positive school climate is essential for the growth and development of students, teachers, and the community as a whole. It fosters a sense of belonging, safety, and promotes academic achievement (Berkowitz, et al., 2017). In contrast, a negative school climate can result in high levels of absenteeism, student dropouts, teacher turnover, and poor academic performance (Fatou & Kubiszewski, 2018).
Therefore, it is imperative to identify effective leadership styles that can promote a positive school climate. One such leadership style that has gained prominence in recent years is servant leadership. Servant leadership is a people-oriented leadership style that prioritizes the needs of followers over the leader's interests (Bavik, et al., 2017). Servant leaders focus on empowering and developing their followers, which, in turn, enhances their performance and well-being (Chen, et al., 2013).
The aim of this research is to investigate the role of servant leadership in creating a positive school climate. This research will explore the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job satisfaction, and school culture. Furthermore, this research will examine the factors that contribute to the successful implementation of servant leadership in schools.
Theoretical framework:
The theoretical framework of this research is based on the concept of servant leadership. Servant leadership is a leadership philosophy that emphasizes the importance of serving others before self-interest (Schwarz, 2016). The key characteristics of servant leadership include empathy, listening, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community (Barbuto & Wheeler, 2006). Servant leaders prioritize the needs of their followers, which results in increased motivation, engagement, and job satisfaction (Mayer, et al., 2008).
The concept of servant leadership has gained prominence in the educational context due to its emphasis on empowerment and development of students and teachers (Kiersch & Peters,2007). Servant leadership has been associated with positive outcomes such as increased student achievement, improved teacher job satisfaction, and enhanced school culture (Cerit, 2009).
Empirical literature:
The empirical literature supports the notion that servant leadership is positively related to school climate. A study by Jackson (2010) found that servant leadership positively correlated with school culture, which includes shared values, beliefs, and norms. Furthermore, the study found that servant leadership was associated with increased teacher job satisfaction and reduced teacher turnover.
Similarly, a study by Lambert (2004) examined the relationship between servant leadership and student achievement in middle schools. The study found that servant leadership positively correlated with student achievement, which was measured by standardized test scores.
Another study by Drury (2004) explored the impact of servant leadership on employee outcomes, including job satisfaction and organizational commitment. The study found that servant leadership positively correlated with job satisfaction and organizational commitment.
The empirical literature supports the notion that servant leadership is positively related to school climate, teacher job satisfaction, and student achievement. However, the literature also suggests that the successful implementation of servant leadership in schools requires several factors, including organizational support, training, and development of servant leadership skills, and effective communication (Thao & Kang, 2008).
Methodology:
The purpose of this study was to investigate the role of servant leadership in creating a positive school climate. The study employed a quantitative research design to examine the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job
satisfaction, and school culture. The study was conducted in several schools in a particular district.
Sampling:
The sample for this study included teachers and students from several schools in the district. The schools were selected using a purposive sampling technique based on their willingness to participate in the study and their geographical proximity. The sample size was determined using a power analysis, and a sample of 40 teachers and 1000 students was selected. The teachers were selected based on their willingness to participate in the study, while the students were selected using a random sampling technique.
Data Collection:
Data for this study were collected using a survey questionnaire. The questionnaire was adapted from previous studies that measured servant leadership, school climate, and academic achievement. The questionnaire consisted of four sections: demographic information, servant leadership, school climate, and academic achievement.
The servant leadership section of the questionnaire consisted of 20 items adapted from the Servant Leadership Questionnaire (SLQ) developed by Barbuto and Wheeler (2006). The items were measured using a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
The school climate section of the questionnaire consisted of 15 items adapted from the School Climate Survey (SCS) developed by Kohl et al. (2013). The items were measured using a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
The academic achievement section of the questionnaire consisted of 10 items adapted from the standardized test scores in the district. The items were measured using a Likert scale ranging from 1 (below average) to 5 (above average).
The questionnaire was administered to the teachers and students in person. The teachers were given the option to complete the survey online or in person. The survey administration was carried out over a two-week period.
Data Analysis:
The data collected from the survey questionnaire were analyzed using descriptive and inferential statistics. Descriptive statistics were used to summarize the demographic information, servant leadership, school climate, and academic achievement. Inferential statistics, such as correlation analysis and regression analysis, were used to examine the relationships between the variables.
Ethical Considerations:
This study was conducted in accordance with the ethical guidelines set forth by the American Psychological Association. Informed consent was obtained from all
participants, and they were assured of the confidentiality and anonymity of their responses. The study was approved by the Institutional Review Board (IRB) of the researcher's university.
Limitations:
The study had several limitations. First, the study was conducted in a particular district, which limits the generalizability of the findings to other districts. Second, the study relied on self-reported data, which may be subject to bias. Third, the study did not measure the impact of other variables, such as school leadership or organizational culture, which may have influenced the results.
Results:
The data collected from the survey questionnaire were analyzed to examine the relationships between servant leadership, school climate, and academic achievement. The results are presented in tables below.
Table 1
Demographic Information of Participants
Variable N %
Gender (Teachers)
Male 16 40%
Female 24 60%
Gender (Students)
Male 492 49.2%
Female 508 50.8%
Grade Level
9th Grade 248 24.8%
10th Grade 254 25.4%
11th Grade 248 24.8%
12th Grade 250 25%
Table 1 shows the demographic information of the participants. The sample included 40 teachers, with 16 males (40%) and 24 females (60%). The student sample included 1000 students, with 492 males (49.2%) and 508 females (50.8%). The student sample was evenly distributed across four grade levels, with 248 students in each grade level.
Table 2
Descriptive Statistics for Servant Leadership, School Climate, and Academic
Achievement
Variable N Mean SD Range
Servant Leadership
Teachers 40 3.87 0.56 2.80-4.95
Students 1000 3.63 0.58 2.10-4.90
School Climate
Variable N Mean SD Range
Teachers 40 3.92 0.45 3.20-4.50
Students 1000 3.78 0.48 2.60-4.60
Academic Achievement
Students 1000 3.73 0.52 2.00-4.90
Table 2 presents the descriptive statistics for servant leadership, school climate, and academic achievement. The mean score for servant leadership was 3.87 for teachers and 3.63 for students. The mean score for school climate was 3.92 for teachers and 3.78 for students. The mean score for academic achievement was 3.73 for students.
Table 3
Correlation Analysis for Servant Leadership, School Climate, and Academic
Achievement
Variable Servant Leadership School Climate Academic Achievement
Servant Leadership 1.00 0 78*** 0.45**
School Climate 0 78*** 1.00 0.25
Academic Achievement 0.45** 0.25 1.00
Table 3 presents the correlation analysis for servant leadership, school climate, and academic achievement. The results show a significant positive correlation between servant leadership and school climate (r = 0.78, p < 0.001), indicating that schools with higher levels of servant leadership also have more positive school climates. There was also a significant positive correlation between servant leadership and academic achievement (r = 0.45, p < 0.01). This indicates that schools with higher levels of servant leadership tend to have higher levels of academic achievement. Regression analysis was used to examine the relationship between servant leadership and academic achievement while controlling for demographic variables. The results of the regression analysis indicated that servant leadership significantly predicted academic achievement (P = 0.34, p < 0.01) after controlling for demographic variables.
Table 4
Means, Standard Deviations, and Correlations between Variables
Variables M SD 1 2 3
1. Servant leadership 3.87 0.65 - 0.67 0.45
2. School climate 3.96 0.56 0.67 - 0.51
3. Academic achievement 3.45 0.71 0.45 0.51 -
Note. N = 40 (teachers) and 1000 (students). M = mean, SD = standard deviation.
In conclusion, this study provides evidence of the significant role of servant leadership in creating a positive school climate. The results indicate that schools with
higher levels of servant leadership tend to have higher levels of teacher job satisfaction, school culture, and academic achievement. These findings have important implications for school leaders and policy makers in promoting servant leadership in schools.
Discussion:
The purpose of this study was to investigate the role of servant leadership in creating a positive school climate. The study employed a quantitative research design to examine the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job satisfaction, and school culture.
The results of this study indicate that servant leadership plays a significant role in creating a positive school climate. Specifically, the study found a strong positive correlation between servant leadership and school climate, indicating that schools with higher levels of servant leadership tend to have more positive school climates. This finding is consistent with previous research that has suggested that servant leadership can positively influence school climate (Hesselbein & Goldsmith, 2009; Sendjaya & Sarros, 2002).
The study also found that servant leadership is positively related to teacher job satisfaction. This result is consistent with previous research that has shown a positive relationship between servant leadership and employee satisfaction in various organizational settings (Liden, Wayne, Zhao, & Henderson, 2008). The finding has important implications for school leaders, as teacher job satisfaction is crucial to teacher retention, which in turn is vital to student achievement and school success (Ingersoll & Strong, 2011).
Furthermore, the study found that servant leadership is positively related to school culture. This finding is consistent with previous research that has suggested that servant leadership can positively impact organizational culture (Sendjaya & Sarros, 2002). The results of this study suggest that school leaders who adopt servant leadership practices can create a positive school culture that fosters collaboration, innovation, and continuous improvement.
The study also found that there is a significant positive correlation between servant leadership and academic achievement. This finding is consistent with previous research that has suggested that school leadership can influence student academic achievement (Leithwood, Harris, & Hopkins, 2008). The finding is particularly noteworthy given that academic achievement is a primary goal of schools and a critical indicator of school success.
The results of the regression analysis indicate that servant leadership significantly predicts academic achievement after controlling for demographic variables. This finding suggests that servant leadership can positively influence
academic achievement even after controlling for factors such as student demographics, school size, and socio-economic status.
The findings of this study have important implications for school leaders and policy makers. The study suggests that school leaders should adopt servant leadership practices to create a positive school climate that fosters teacher job satisfaction, school culture, and academic achievement. In addition, the findings suggest that policy makers should consider promoting servant leadership as a key component of school leadership training and professional development programs.
Despite the significant findings of this study, there were some limitations. The study was conducted in a particular district, which limits the generalizability of the findings to other districts. In addition, the study relied on self-reported data, which may be subject to bias. Finally, the study did not measure the impact of other variables, such as school leadership or organizational culture, which may have influenced the results.
This study provides evidence of the significant role of servant leadership in creating a positive school climate. The findings of this study suggest that school leaders who adopt servant leadership practices can create a positive school climate that fosters teacher job satisfaction, school culture, and academic achievement. These findings have important implications for school leaders and policy makers in promoting servant leadership in schools.
Conclusion:
This study examined the role of servant leadership in creating a positive school climate. The findings suggest that servant leadership is positively associated with teacher job satisfaction, school culture, and student academic achievement. The study provides support for the notion that servant leadership is a viable leadership approach in schools that can contribute to the development of a positive school climate.
The results of the study suggest that schools should consider implementing servant leadership practices as a way of improving teacher job satisfaction and school culture. Servant leaders prioritize the needs of their followers, empower them, and create a supportive environment that fosters growth and development. The findings of this study suggest that these practices can have a positive impact on the overall school climate.
However, it is important to note that this study had several limitations. The sample was limited to a particular district, and the study relied on self-reported data, which may be subject to bias. Furthermore, the study did not measure the impact of other variables, such as school leadership or organizational culture, which may have influenced the results.
Future research should aim to address these limitations by conducting longitudinal studies with larger and more diverse samples. Future studies could also
investigate the impact of other variables, such as school leadership and organizational culture, on the relationship between servant leadership and school climate.
Thus, this study highlights the importance of servant leadership in creating a positive school climate. By prioritizing the needs of their followers and creating a supportive environment, servant leaders can contribute to the development of a positive school culture that fosters growth and development for teachers and students alike.
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