THE RELATIONSHIP BETWEEN SERVANT LEADERSHIP BEHAVIOR OF HIGH SCHOOL PRINCIPALS, SCHOOL CLIMATE AND STUDENT ACHIEVEMENT

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(A photo from our 2006 Summer Leadership Institute.)

Ryan Kelley, Ed.D.
Assistant Superintendent
Rockford Michigan Public Schools
Former Principal of Rockford High School

Ronald Williamson, Ed.D.
Professor, Leadership and Counseling
Eastern Michigan University

    There is abundant research demonstrating that one of the most important characteristics of an effective school is leadership (Edmonds, 1979; Levine & Lezotte, 1990; Sergiovanni, 1991). Marshak (1994) suggested that the single most important condition supporting meaningful school reform was the presence of effective leadership at the building level.

    Despite the evidence supporting the importance of educational leadership, little research has examined the link between the principal’s leadership and student achievement.

“    Several researchers suggested that principals have a positive impact on a variety of in-school factors and those have an indirect effect on student achievement (Bossert et al., 1982; Witziers, Bosker & Kruger, 2003). Witzers and colleagues noted that the principal’s behavior might affect student achievement through school climate and organization.

    If the leader, through school climate, affects student achievement, even indirectly, it is important to identify principal behaviors that positively affect school climate. Identifying those behaviors might influence selection of principals, improve mentoring for principals, and enhance the training and preparation of principals.

“Servant Leadership

    Every leader, either consciously or unconsciously, has an adopted leadership style. One style promoted in the business world and in religious organizations is “servant leadership” (Spears & Lawrence, 2002). Servant leadership emphasizes service to others over self-interest and self-promotion. Servant leaders attempt to enhance the personal growth of organization members and improve the organization through a combination of teamwork, shared decision-making and ethical, caring behavior (Spears, 1995). This leadership style contrasts with traditional conceptions of leadership based on power and authority.

    The concepts of servant and leader are often seen as opposites. The image of a servant is one who takes orders, does what he or she is told, and is submissive. In contrast, a leader is viewed as a person who is in charge and in control of others. Recently schools, and other organizations, have seen a shift in long-held views about leadership and recognize the importance of a more team-oriented approach.

    Greenleaf (1991) in an essay on The Servant as Leader, described servant leadership as a style of leadership that “begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. The difference manifests itself in the care taken by the servant first to make sure that other people’s highest priority needs are being served.” (p. 7).

A Study Examining Servant Leadership, School Climate and Student Achievement

    In order to examine the relationship between servant leadership, school climate and student achievement a study was conducted in 42 high schools in western Michigan. All were located in suburban or rural communities located in two counties.

   Data were collected through the use of two survey instruments. The Organizational Climate Description Questionnaire for Secondary Schools developed by Hoy, Tarter, and Kottkamp (1991) was used to assess perceptions of school climate. To assess perceptions of servant leadership behavior, The Servant Leadership Profile: 360 developed by Page and Wong (2000) was utilized.

   Data were obtained by surveying randomly selected teachers from each of the 42 high schools. All responses were voluntary and the teachers agreed to participate in the study.

    Student achievement data, 11th grade MEAP tests, were obtained through the Michigan Department of Education.

“      Upon return of the data from teachers, an “openness index” score was calculated for school climate at each high school. A total score for servant leadership for each principal was also calculated. Statistical tests were conducted to determine the relationship between the variables and to test the strength of the relationship of each independent variable (servant leadership, openness of school climate, student enrollment) and the dependent variable of student achievement.

   This study found that an open school climate and servant leadership behavior from high school principals positively impacted student achievement. Individually, each factor had an impact but when both were present, the impact was greater. A summary of the impact of the factors is presented in Table 1.

Servant Leadership Behavior of Principals and School Climate

    The study found that the greater the behaviors of the principal fit a servant leadership model, the value of the openness of school climate increased.

    Traditionally leadership models were often described as a pyramid, with the boss at the top and employees lower in the pyramid, serving the boss. Page and Wong (2000) described servant leadership as turning the hierarchical pyramid upside down, with the leader at the base and the organizational roles reversed.

   Principals who fit a servant leadership model emphasized service to others, a holistic approach to work, a sense of community and shared decision-making. Further, these leaders gathered input from others in the organization regarding the vision, mission and organizational goals. These principal behaviors contributed to a more open school climate.

Servant Leadership Behavior of Principals and Student Achievement

     The importance of servant leadership behaviors was affirmed by the study when it found that servant leadership behavior of high school principals is a significant predictor of student achievement. As the value of servant leadership increased, student achievement increased slightly. While the relationship was weak, 1.4% of the variability of student achievement can be explained solely by the servant leadership behavior of principals.

School Climate and Student Achievement

     A relationship was also identified between school climate and student achievement. The presence of a more open school climate resulted in a slight increase in student achievement. The statistical analysis indicated that 6.3% of the variability of student achievement could be explained by the openness of school climate.

Other Variables

     To further explain the variability of student achievement additional analysis, including the relationship of student achievement to socio-economic status and size of school were investigated. This revealed that less than 1% of the variability of student achievement can be explained by size of school, but 60.4% can be explained by the socio-economic status of the school community.

Servant Leadership and Climate on Student Achievement

     Further analysis examined the combined influence of servant leadership behavior of the principal and openness of school climate on student achievement. The results indicated that 7.4% of the variability of student achievement could be explained by the combined variables of servant leadership and openness of school climate.

     When both servant leadership behavior of the principal and an open school climate were present the impact on student learning was strongest. Of most significance is that the actions of principals tangibly impact both variables. Thus, by adopting a servant leadership approach to their work and by creating a more open school climate, principals can positively impact the learning of their students.

Table 1:

Summary of Factors and Impact on Student Achievement

Implications for High School Principals

     Given the importance of the principalship and the tremendous demands of the job, school leaders must continue to learn about those factors that can positively impact student learning. Specifically, this study found that:

• The leadership style of the building principal is an integral factor in the development of an open school climate. Specifically, servant leadership appears to be an effective leadership style for developing an open school climate.

• There is a relationship between development of an open school climate and an increase in student achievement.

• The study found that 7.4% of the variability of student achievement could be explained by the combined variables of servant leadership behavior of the high school principal and openness of school climate. Although this is far less than the impact of socio-economic status of the school community, it is a significant lever that a principal can use to positively impact student learning.

• Perhaps of greatest importance is that school climate and leadership style are two things that principals can influence. Through their daily interaction with students, staff and parents, principals contribute to the climate of their school. Thus, creating an open school climate built on the principal’s service to others can positively impact student learning.

• Further the study found that the size of the school was not related to the development of an open school climate or to student achievement.

 

REFERENCES

     Bossert, S., Dwyer, D., Rowan, B. & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.

     Edmunds, R. (1979). Effective schools for urban poor. Educational Leadership, 37(1), 15-24.

     Greenleaf, R. (1991). Servant leadership. New York: Paulist Press.

     Hoy, W. K., Tarter, C. J. & Kottkamp, R. (1991). Open schools/healthy schools. London: Sage Publications.

     Levine, D. U. & Lezotte, L. W. (1990). Unusually effective schools: A review and analysis of research and practice. Madison, WI: National Center for Effective Schools Research and Development.

     Marshak, D. (1994). Developing a collaborative school culture. (ERIC Document Reproduction Service No. 377 187)

     Page, D. & Wong, T. P. (2000). The human factor in shaping the course of history and development. Lanham, MD: United Press of America.

     Sergiovanni, T. J. (1991). The principalship: A reflective practice perspective (2nd ed.). Boston, MA: Allyn & Bacon.

     Spears, L. C. (1995). Reflections on leadership: How Robert K. Greenleaf’s theory of servant leadership influenced today’s top management thinkers. New York: Wiley & Sons.

     Spears, L. C. & Lawrence, M. (2002). Focus on leadership: Servant-leadership for the 21st century. New York: John Wiley & Sons.

     Witziers, B., Bosker, R. J. & Kruger, M. L. (2003). Educational leadership and student achievement. The elusive search for an association. Educational Leadership Quarterly, 39(3), 398-425.

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