School administrators search for best practices that contribute to the effectiveness of a school, and seek to provide professional development to the staff. A school may not need to implement programs that cater to every component of servant leadership and every sub-division of school culture. The underlying problem was that it was not known which servant leadership behaviors combined best with school culture sub-divisions to contribute to a better school environment. A study of this nature would allow schools to identify which components of servant leadership and which dimensions of school culture combine best to contribute to a better school environment for their specific student body. This quantitative research sought to find co-relations between teachers’ self-perceived servant leadership behaviors of agapao love, empowerment, vision and humility, and the six sub-divisions of school culture in a select district in New York City public school system. The SLAI was used to collect self-perceived data on the servant leadership behaviors of teachers, and the OCDQ-RE was used to collect self-reported data from teachers on the culture of the school. Each servant leadership behavior was individually measured for correlation with each of the six sub-divisions of school culture. The results showed that there was a correlation between supportive principal behaviors and humility, between restrictive behaviors and agapao love, empower, and vision, between collegial behaviors and empower, vision, and humility, and between disengaged behaviors and empower.
|Advisor:||Shriver, Kathleen, Cipra, David|
|Commitee:||Shriver, Kathleen, Cipra, David, Maul, June|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Keywords:||Agapao love, Empowerment, Humility, School culture, Servant leadership, Vision|
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