Exploring the implementation of servant leadership in multiple-deprived schools in Libode District, Eastern Cape

Abstract

The purpose of this study was to explore the implementation of servant leadership principles in managing multiple deprived schools in Libode District. The conceptual framework for the study was based on Greenleaf's work in servant leadership as expressed in 10 characteristics of servant leaders defined by Spears: listening, empathy, healing, awareness, persuasion, conceptualisation, foresight, stewardship, commitment to the growth of people, and building community. This study used the qualitative research approach which was located in the interpretivism paradigm. Furthermore, a case study design was used, and it allowed for an in-depth understanding of the servant leadership phenomenon. Two schools in the Libode District were sampled on the basis that they seemed to implement servant leadership. The analysis of the generated data and presented data led to the findings that teachers do understand the servant leadership phenomenon however they lacked implementation skills. On the other hand, the general view of the principals was that they are committed in serving the need of their followers and of the community. The major recommendations were that anyone applying for a senior school position must have a post graduate qualification in education management and school leaders and teachers must be workshopped on application of servant leadership. A significant conclusion of this research is that it is evident that servant leadership can be used to manage multiple deprived schools.