Profiling Servant Leadership among School Principals: A Correlational Study of Leadership Attributes and Practices

Abstract

This study analyzed the servant leadership profiles of school principals and how these relate to their leadership practices in the province of Northern Samar. This study is grounded in Greenleaf’s servant leadership theory and supplemented by Spears, Patterson, and Liden et al., in their contemporary models. To characterize the study this research focused on two dimensions: (1) the principals’ leadership profiles in terms of character orientation, people orientation, task orientation, and process orientation, and (2) their leadership practices across key servant leadership behaviors such as ethical conduct, empowerment, and support for follower growth.  The study made use of the descriptive correlational research design. A total of 28 principals participated in the study, along with their respective teachers. Standard validated questionnaires were adapted and used in data gathering. A Pearson's r was conducted to test for significant relationships between leadership profiles and practices. Results revealed that principals of Northern Samar demonstrated a strong servant leadership profile, relatively high in character and people orientation. Practices conforming to behaving ethically and putting followers first were high in score. More over emotional healing and conceptualizing showed room for improvement. A strong positive correlation was found between leadership profiles and leadership practices. A contextualized training program is recommended to strengthen emotional intelligence, visioning, and stakeholder engagement among school leaders.