Examining Servant Leadership in Head Teachers in Government High Schools of South Punjab

Abstract

This research study focuses on examining the concept of servant leadership among teachers in government high schools located in South Punjab, a region in Pakistan. The objective of this study was to explore the extent to which servant leadership behaviors are practiced by teachers and their impact on the overall learning environment and student outcomes. By investigating the specific behaviors and characteristics associated with servant leadership in this context, the research aims to contribute to the existing body of knowledge on educational leadership. The research methodology employed a quantitative approach. A survey questionnaire was administered to a sample of teachers working in government high schools in South Punjab, assessing their self-perceived servant leadership behaviors and attitudes. Preliminary findings indicate that servant leadership is indeed present among teachers in government high schools of South Punjab, although the degree of practice varies among individuals. Teachers who adopt servant leadership behaviors prioritize the needs and well-being of their students, actively engaging in creating a supportive and nurturing learning environment. By displaying empathy, active listening, and providing guidance and mentorship, servant leaders contribute to student engagement, motivation, and academic success.