Perceived Servant Leadership Style of Principals Correlates with Job Satisfaction of Secondary School Teachers in Pakistan

Abstract

Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.

The Impact of Applying the Servant Leadership Style among Educators in Educational Institutes: A Scoping Review

“…Table 1 shows the 14 research publications that were included in the scoping review based on the criteria stated above [12], [20], [37], [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48]. The outcomes of the analysis revealed that the impact of servant leadership on leaders in educational institutions is more beneficial when successfully implemented, which could address the research questions.…”

“…Iran [43], the United States [39], and Pakistan [37]. In addition, two research investigations on servant leadership have been done in South Africa [20], [48], India [41], [42], and Turkey [38], [40].…”

“…In addition, four articles were published in 2021 [40], [41], [42], [48], followed by five pieces in 2022 [20], [38], [39], [46], [47]. There are 4 recent publications (2023) included in this scoping review [12], [37], [44], [45].…”

“…Mediating Dependent Process Ahmad, et al [37] van der Hoven, et al [48] Singh and Ryhal [42] Osserand, et al [12] Gunawan, et al [45] Dami, et al [47] Ghalavi and Nastiezaie [43] Ünsal and Usta [40] Outcome Anshori, et al [44] Gultekin and Kara [39] Demir [38] Hermanto and Srimulyani [46] Enabler Swart, et al [20] Clarence, et al [41] In addition to the qualitative inquiries, a comprehensive examination through a survey of quantitative studies further illuminates the multifaceted impact of servant leadership on leaders within educational institutions. This exploration encompasses two distinct yet interrelated perspectives: the intricate mechanics of the implementation process and the tangible outcomes that emerged as a consequence.…”

Principals in Indian inclusive schools: bridge over troubled waters

“…In the Indian context, researchers (Sharma, 2022; Pereira, 2019; Anshu, 2017; Verma and Kishore, 2012; Nandamuri and Rao, 2011) have examined the leadership styles of principals, but they have not researched their influence on IE. Very few researchers have documented principals' views on inclusive practices (Mohanty and Nanda, 2017) and what they believe to be inclusion-barriers (Gaur, 2018; Pathy, 2013).…”