The characteristics of servant leaders as perceived by teachers who evaluated the leadership excellence of principals were the focus of this study. The essential ingredient of a leader was examined in all participating schools; the role of the principal was crucial to a school's effectiveness and was widely acknowledged. Ten characteristics were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions, as well as principals' self-perceptions, of principals in rural Title I Schools located in southwest Virginia. The exploratory question that originated from this study was: Was there a significant difference between the mean score on the Metcalfe Leadership Questionnaire for teachers and their school principals for each of the 10 survey variables (listening, empathy, awareness, healing, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community) for schools 1 through 17? In an attempt to answer this question, a Likert 5 scale survey was given to each principal regardless of years experience and teachers with at least 3 years of experience. This group of teachers was selected with the assumption that experienced teachers could better identify influential relationship that described true patterns in Title I schools. A one sample t-test was used to determine if differences existed between teachers' means and their principal's self-ratings. The results showed a significant difference in the teachers' perceptions of their principal and the self-analysis by the principal in the servant-leadership characteristics as defined by Robert Greenleaf (1977). The null hypotheses relating to healing and persuasion were retained in more schools than rejected. The remaining 8 null hypotheses were rejected in more schools than retained. In most cases principals' self-ratings were higher than the means of teachers rating them. In at least two schools principals generally rated themselves lower than their teachers.

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For many years there has been a gap in knowledge about female and male leadership. Although the debate on gender is very tangible, the topic still remains an unfinished debate and challenge. Due to the unequal distribution of power, there is an endeavour to understand the differences between the leadership styles of women and men, but as of yet there are no direct and clear answers to this. The study was conducted due to the fact that women historically have had less access to leadership positions, and to fill the existing knowledge gap in research on this area. The purpose of this study was to examine and compare leadership styles between women and men, and to compare perceived influencing factors on leadership. Data was collected through semi-structured interviews consisting of both competency-based and semi-structured questions. A total of six interviews were conducted, three with women and three with men. The results of the study showed minimal differences in leadership styles, without a specific gender pattern. Instead, it appeared that the differences in leadership styles were individual-based, which raises questions about why there is an overrepresentation of men in leadership positions. However, the image of the stereotypical leader was challenged by the fact that the men in this study tended to adopt more stereotypically feminine characteristics. The results also showed how previous experience and feedback were perceived as important influencing factors by the majority of the respondents. Finally, based on the results of the study, suggestions for future studies were presented in terms of exploring and challenging the image of the stereotypical leader.

This dissertation examines the spiritual growth of individuals: what growth is; why growth is necessary; and how it can be nurtured. An individual's spiritual growth needs to happen in relationship with others, so that Christ's commandments to love God and neighbour are fulfilled. Thus the dynamics, goals and effects of community life are examined. Spiritual growth and community raises implications for the Christian Church. These are examined, in particular the need for transformed leadership and models of ministry, transforming communities that will enable the church to fulfil its mission to the world. / Christian Spirituality, Church History and Missiology / M.Th. (Christian Spirituality)

This study was initiated for the purpose to further understand the theoretical relationship between followers trust of the closest bound perceived servant leader and the predictability of the  followers organizational citizenship behavior (OCB). Specifically, this study looked at the modifying effect of the followers prosocial motivation—the desire to benefit other people (Grant, 2008) on multilevel dimensions of trust (i.e. affect- and cognition-based trust) and how this could possibly predict if at all followers OCB. There is far less research specifically about servant leaders than those implementing transformational leadership theory (Joseph & Winston, 2005; van Dierendonck & Nuijten, 2011). There are numerous studies using transformational leadership based on the well-defined parameters that are proven to be a relatively strong predictive variable in a variety of theoretical fields (N. Eva, Sendjaya, & Prajogo, 2015). Zhu and Akhtars’ (2014) study on transformational leadership behavior and multi-levels of trust is the inspiration to the current research project. The current research project is a close replication of Zhu and Akhtars’ (2014) model with the replacement of transformational leadership with servant leadership. Data were collected from 39 followers and four leaders from seven different facilities in the greater Stockholm area. The results showed that affect-based trust mediated the relationship between servant-based leadership and followers OCB. In addition, affect-based trust mediated the relationship between servant leadership and followers OCB only with those with high prosocial motivation. As for cognition-based trust, there seems to be some interaction between cognition-based trust and the relationship between servant leadership and followers with low prosocial motivation. These results strengthen the conclusions of the original study by Zhu and Akhtar (2014). Finding that servant leadership does not predict follower’s organizational citizenship behaviors alone. To reach a better understanding on followers OCB and their interaction within a servant leadership organization one must look at the individual followers’ level of trust and prosocial motivation variables to further our understanding on how to encourage OCB.

U.S.-based financial institutions have experienced significant failure rates since the mid-1980s. The problem within the U.S.-based banking industry is that the focus of leadership development has been primarily on cognitive abilities, whereas interpersonal skills, such as emotional intelligence, have been neglected. Research has focused on U.S. bank failures from a risk mitigation, economic, or legislative perspective, creating a gap in research on leadership behavior. The purpose of this correlation study was to determine whether a significant relationship exists between emotional intelligence and servant leadership among leaders in the U.S. small business banking industry. The theoretical framework compared intelligence types to leadership styles to explain leadership behavior. A convenience sample of leaders within the Qualtrics database of small business-bankers was surveyed from a composite survey for levels of servant leadership and emotional intelligence simultaneously. Pearson's correlation coefficient was performed to test the hypothesis. A statistically significant relationship was found between servant leadership and emotional intelligence. Social change implications of this study include improving employee engagement and retention, along with stakeholder engagement through the identification of leaders high in servant leadership style and emotional intelligence. Positive economic, social, and environmental benefits could be gained through improved organizational performance of U.S.-based banks by improving the selection and development of leaders in small business lending willing to embrace a stakeholder management theory.

Clinical supply chain managers who do not apply effective employee turnover strategies could negatively affect team performance, employee morale, employee well-being, patient outcomes, productivity, profitability, and the sustainability of organizational activities. The purpose of this multiple case study was to explore strategies that supply chain managers used to decrease employee turnover in clinical logistics organizations. The targeted population consisted of 6 clinical logistics supply chain managers working in 6 community hospitals located in Maryland who had experience implementing successful strategies to decrease employee turnover. The servant leadership theory served as the study's framework. Data collection included semistructured interviews and a review of company records. Data were analyzed according to Yin's comprehensive data analysis method, including categorizing and coding words and phrases, word frequency searches to categorize patterns, and organizing the data to interpret recurring themes. Five main themes emerged from the data analysis: understanding employee turnover, proactive leadership, employee professional development, motivating employees, and effective communication. The findings from this study might contribute to social change by providing strategies that clinical logistics supply chain managers can implement to reduce employee turnover, which might sustain organizational profitability, improve the quality of life for employees, quality of service to patients, lower unemployment rates, and promote community health, wealth, and sustainability.

本研究旨在探討宜蘭縣國民小學教師知覺校長服務領導、學校內部行銷與學校創新經營之現況，比較不同背景變項之國小教師在三個變項間之差異情形，並探討國小教師在知覺三個變項間的關係，並進而分析國小教師知覺校長服務領導、學校內部行銷對學校創新經營之預測力。 本研究採用問卷調查法進行研究，以宜蘭縣國小教師為對象，共發出411份問卷，回收332份問卷，有效問卷為311份，回收後之問卷可用率為75.67%。調查所得資料以 SPSS 統計套裝軟體，進行相關統計方法處理分析。本研究獲致以下結果： 一、宜蘭縣國小教師知覺校長服務領導屬於中上程度，在「校長服務領導」八個層面，以「服侍」層面為最高；在知覺學校內部行銷屬於良好程度，在「學校內部行銷」五個層面中，以「參與賦權」層面最高；在知覺學校創新經營屬中上程度，在「學校創新經營」五個層面中，以「學生活動創新」層面最高。 二、不同年齡及不同學校地區之教師在知覺「校長服務領導」的程度上有顯著差異。 三、不同性別、年齡、服務年資、教育程度、擔任職務、學校規模及學校地區之國小教師在學校內部行銷上無顯著差異。 四、不同年齡之國小教師，在學校創新經營分層面「行政管理創新」及 「校園環境創新」有顯著差異；不同服務年資之國小教師，在學校創新經營分層面「行政管理創新」及「校園環境創新」有顯著差異，而在學校創新經營整體也呈現顯著差異；不同學歷之國小教師在學校創新經營分層面「資源運用創新」有顯著差異。 五、不同學校規模之國小教師，在「課程教學創新」層面、「學生活動創新」層面、「資源運用創新」層面及「校園環境創新」層面，均有顯著差異。 六、宜蘭縣國小教師知覺校長服務領導、教師學校內部行銷、學校創新經營整體及各層面，兩兩之間均有顯著相關。 七、宜蘭縣國小校長服務領導對學校創新經營有預測力；宜蘭縣國小學校內部行銷對學校創新經營有預測力；宜蘭縣國小校長服務領導與學校內部行銷對學校創新經營有預測力。 最後，根據研究結果提出建議，供國小校長、國小教師、教育行政機關及未來研究之參考。 關鍵字：校長服務領導、學校內部行銷、學校創新經營 / The purpose of this study is to explore how elementary school teachers in the Yilan district perceive principals’ servant leadership, school internal marketing and school’s innovation management. The thesis not only looks into whether and how teachers’ background matters, but also analyzes how they predict the three variables in question. This study conducted a survey-questionnaire by targeting on elementary school teachers in the Yilan district. A total of 411 questionnaires were distributed and 332 questionnaires were received. Among them, 311 were valid (75.67%). The data was analyzed through SPSS statistics, descriptive statistics, t-test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the study included: 1.Perceptions of principals’ servant leadership, school internal marketing, and school’s innovation management were respectively “above average”, “average” and “above average” in all aspects. The top priority each was “service”, “participation and empowerment”, and “student activity innovation” in the order. 2.Perception of principals’ servant leadership was found significantly different for teachers with different ages and from different school districts. 3.Perception of school internal marketing was found not significantly different for teachers with different genders, ages, service years, education levels, posts, and from schools with different sizes and districts. 4.Teachers with different service years perceived school’s innovation management significantly differently. More precisely, service year and age both made a significant effect on the perception of administration management innovation and campus environment innovation. Teachers with different education levels perceived resource use innovation significantly differently. 5.School size made a significant effect on the perception of curriculum and teaching innovation, student activity innovation, resource use innovation, and campus environment innovation. 6.Pairwise comparisons among principals’ servant leadership, school internal marketing and school’s innovation management were all significant. 7.Principals’ servant leadership was predictive of school’s innovation management, so was school internal marketing. Principals’ servant leadership plus with school internal marketing also predicted school’s innovation management. The results of this study provide an empirical basis for school principals, teachers and education administrators to make future investigations. Key words: principals’ servant leadership, school internal marketing, School’s innovation management.

本研究旨在探討澳門私立學校校長服務領導、學校內部行銷與教師組織承諾之關係，採問卷調查法，以澳門私立學校教師為研究對象，共發出350份問卷，問卷回收可用率為61.14%。統計方法採用描述性統計分析、t考驗、單因子變異數分析（ANOVA）、Pearson積差相關及多元逐步回歸分析。本研究結果分述如下︰ 一、澳門私立學校校長服務領導屬中等程度，以「發展願景和前瞻性行為」最高，「治癒」最低。 二、澳門私立學校內部行銷屬中等程度，以「教育訓練」最高，「凝聚溝通」最低。 三、澳門私立學校教師組織承諾屬中等程度，以「努力意願」最高，「公平互惠」最低。 四、不同「性別」、「學歷」、「服務年資」、「學校規模」、「學校歷史」及「學校宗教背景」之教師對知覺澳門私立學校校長服務領導的整體或分層面上有顯著差異。 五、不同「學校規模」之教師對知覺澳門私立學校內部行銷的分層面上有顯著差異。 六、不同「性別」、「宗教背景」、「學校規模」之教師對知覺組織承諾的整體或分層面上有顯著差異。 七、澳門私立學校校長服務領導、學校內部行銷與教師組織承諾呈現高度正相關。 八、澳門私立學校校長服務領導與學校內部行銷對教師組織承諾具有預測作用。 / The purposes of this study was to explore the relationships among principals’ servant leadership, school internal marketing and teachers’ organization commitment of private school in Macau. The questionnaire survey method was applied. Private School teachers in Macau were adopted as the research objects. 350 questionnaires were sent out. The validity of the responded questionnaires was 61.14%. The data was analyzed by using statistic method of descriptive statistic, t-test, One-way ANOVA, Pearson’s product-moment correlation and multiple stepwise regression analysis. The findings of this study were as follow: 1.The servant leadership of Macau private school principals’ was at moderate level. The “vision and proactive behavior” scored the highest whereas the “healing” scored the lowest. 2.The internal marketing of Macau private school was also at moderate level. The “educational training” scored the highest whereas the “communication cohesion” scored the lowest. 3.The teachers’ organization commitment of Macau private school was at moderate level too. The “willingness to work hard” scored the highest and the “equal and mutual-beneficial” scored the lowest. 4.There were significant differences on the overall and dimensional awareness of Macau private school principals’ servant leadership among teachers with different gender, education, years in school, scale of the schools and schools’ religious background. 5.There were significant differences on the dimensional awareness of Macau private school internal marketing among teachers in schools with different scale. 6.There were significant differences on the overall and dimensional awareness of organization commitment among teachers with different gender, religious background and scale of the schools. 7.A highly positive correlation was shown among principals’ servant leadership, school internal marketing and teachers’ organization commitment in private school of Macau. 8.Macau private school principals’ servant leadership and school internal marketing can serve as a remarkable prediction on teachers’ organization commitment.

本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.