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This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other geographical areas was identified and published, the aim of this study was to describe the current state of these variables in the southeastern United States. Four elementary principals and 153 elementary teachers participated in this study. The Revised Servant Leadership Profile 360 survey (RSLP 360) was used to obtain the principals' perceptions of servant leadership based on the criteria from the survey to categorize the four schools as servant or non-servant leadership-led schools, and the Purdue Teacher Opinionaire survey (PTO) was used to collect the teachers' perceptions of morale. Fourth-grade Florida Comprehensive Assessment Test (FCAT) scores in mathematics and reading were retrieved from the Florida Department of Education database and used as the third variable in this study. The intent of this research was not to define relationships between servant leadership, teacher morale, and student test scores, but to describe the extent to which these variables existed based on the perceptions of the survey participants and state test scores for this school district in Florida. The results from this study may be used for future research and practices to further examine the active and potential status of servant leadership, teacher morale, and student academic performance outcomes in PreK-12 education.
In an effort to enhance student achievement in reading, many high schools have integrated instructional literacy coaches into the teaching staff to provide support for the English teachers. The purpose of this quantitative, correlational study was to explore the relationship between the self-reported servant leadership practices used by instructional literacy coaches, the perceived level of servant leadership reported by collaborating English teachers, and student achievement. The site for this study was a public school district in Texas. Fifteen instructional literacy coaches and 100 English teachers completed the Servant Leadership Assessment Instrument (SLAI), which provided the instrumentation for this study. The results of the SLAI were examined in relation to student achievement data on the Texas Assessment of Knowledge and Skills (TAKS). No statistically significant correlation was found between instructional literacy coaches' self-reported servant leadership, language arts teachers' perceptions of their literacy coach's servant leadership behaviors and student achievement. However, an exploratory analysis of Hypothesis 2 indicated that, while there was no significant correlation in SLAI scores between instructional literacy coaches and English teachers, there was a difference in servant leadership behaviors self-reported by instructional literacy coaches and teacher reported servant leadership behaviors and practices of literacy coaches. This research has implications for educational leadership practice, as educators can use insights from this study to explore appropriate models of leadership and reform as they work to improve student achievement.
Servant Leadership: Leaving a Legacy is a heart-warming closure to the 'Principal to Principal' series. This fourth book finds John battling cancer that might be terminal, and his conversations with Brad and others he is mentoring provide a unique glimpse into the heart of a true servant leader. John's passion for life and caring for others is contagious, and leaves the reader clinging to the hope that he will beat his one last challenge. In an era of re-invention of schools on all levels, this story zeroes in on the critical need for integrity-driven leaders who understand how vision, innovative thinking, emotional intelligence and authentic relationship can transform a school's culture.
The purpose of the study was to quantitatively explore and analyze the relationships among the factors of servant leadership, school culture, and student achievement in Missouri elementary schools. Two survey instruments, the Servant Leadership Assessment Instrument and the School Culture Survey, were used. A total of 677 teachers from 62 elementary schools in Missouri participated. Data from the two surveys as well as student achievement data were aggregated at the school level and analyzed using correlation and multiple regression analysis. The results of this study explain the influence of principal servant leadership on school culture and student achievement, the influence of school culture on student achievement, and the influence of the combination of servant leadership and school culture on student achievement. Explanatory models were designed from the findings to depict the relationships between servant leadership, school culture, and student achievement.
Doctoral Thesis / Dissertation from the year 2020 in the subject Leadership and Human Resource Management - Management Styles, , language: English, abstract: This study aimed to assess the influence and contribution of leadership attributes of the head of Tanzania secondary schools on the students’ academic performance, with particular focus on schools in Mbulu District in the Manyara Region. The study identified four specific objectives, namely, to assess the influence and contribution of integrity, inspiration, competencies on students’ academic performance and to specify criteria for appointment of head of schools. The study employed an explanatory and cross-sectional design in collecting quantitative data using questionnaires administered on selected school teachers and secondary data was collected from a review of pertinent documents and from the internet. The findings indicate that there is a significant relationship between the leadership attributes of heads of school and students’ academic performance. Hence, the study concluded that the integrity, competency and inspirational outlooks of heads of schools influence students’ academic performances.
The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.
Servant-leadership may be the answer to the current demand for a more ethical, people-centred leadership where humility, servitude and contribution are key elements. The purpose of this book is to provide an overview of current thinking and empirical research of the determinants, underlying processes and consequences of servant leadership.
This handbook presents findings of a study that examined the outcomes of the Chief Executive Officer Leadership Development Program, which was developed by the Center for Creative Leadership (CCL). The 1-year program was comprised of classroom sessions, coaching, journal writing, and learning projects. Data were derived from: (1) a pre-program survey and questionnaire of 38 participating superintendents; and (2) post-program interviews with the 38 participants and their facilitators, a post-questionnaire completed by participants, and analysis of student journals. Findings indicate that the superintendents improved their leadership competencies and self-awareness. Of the four superintendent subgroups that were identified, two--the New Perspectives subgroup and the Role Expansion subgroup--were more affected than administrators who were already highly effective or more control-oriented. The program, compared to other studies of this nature, resulted in two more prominent outcomes: the view of leadership as a shared responsibility and a broader view of their professional role. Implications of the findings for evaluation of leadership-development programs are: the use of multiple methods enriches analysis; evaluation studies should expect highly individualized outcomes; and evaluation studies provide opportunities for understanding the leadership-development process. Eleven tables and five figures are included. Appendices contain copies of the exit interviews and statistics on subgroup differences. Contains 53 references. (LMI)