Labour relations in Montreal during the years 1830 to 1845 were characterized by flux. The encroachment of expanding industrialization brought with it new social phenomena and pressures, new technology, and a fundamental restructuring of employment relationships. Master-servant relations still contained elements of the deeply stratified and paternalistic labour relationships ingrained in the cultural and social fabric of earlier eras, but increasingly began to exhibit the rudiments of purely contractual relationships which would come to define the modern industrial era. Courts came to play an increasingly important role in resolving labour disputes between parties. While historically the law favored the strict contractual and socio-economic interests of masters, courts began to enforce the reciprocal duties owed by masters to their servants. Servants were accorded greater access to the courts to protect their interests, with the knowledge that they had recourse to extra-judicial means of protest if the law was not sufficiently responsive.

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The purpose of this study was to determine whether there are differences in the perceptions of the importance of identified servant leadership characteristics for high school principals held by teachers in schools located in two diverse communities. Servant leadership is a practical philosophy supporting people who serve first in their life and work (Frick, 2004, p. 8). Like other leadership philosophies, the practice of servant leadership may be influenced by variables that are particular to the environment in which it is employed (Howard, 2005; Kelly & Williamson, 2006; Lambert, 2004). This research is a case study involving two purposively chosen communities. Participants in the study were teachers from high schools in two diverse communities, one located in urban coastal Virginia and the other located in rural southwestern Virginia. A similar number of participants were obtained from the two communities to assure appropriate representation for data analysis. A 48-item questionnaire using a Likert-type scale was used as the research instrument. The questionnaire was constructed using the servant leadership characteristics and behaviors identified by Abel (2000). The questionnaire was offered to all teachers in both communities. A confirmatory factor analysis was used to group the 48 items into 12 factors. The data secured were compiled and analyzed to determine differences in teachers’ perceptions of the importance of identified characteristics of servant leadership in principals in the two communities. While all the identified characteristics were found to be important, the analysis indicated statistically significant (p< .01) differences did exist for the factor represented the servant leadership characteristics of building community, communicating vision, and empowering people. For this factor, the population from the urban community had a higher mean score (3.78 compared to 3.49) and smaller standard deviation (.29 compared to .49) than the population from the rural community. The implications of the study are that current school leaders might be able to better manage and lead their school communities if they adapted their practice of servant leadership to the particular characteristics of their communities. Similarly, principal preparation programs might incorporate the findings into their curricula. / Ed. D.

Servant leadership is one of the most important forms of leadership and some authors and experts even consider servant leaders to be among the best leaders. The purpose of this quantitative research study is to examine the relation between teachers’ perceptions of their principals’ servant leadership style and teacher job satisfaction. The target population of the study was teachers in the Al-Salama 2 district in Jeddah, Saudi Arabia. There are eight public schools in this district; all are similar with respect to the school buildings, curricula, number of teachers and students, and their socioeconomic status. Two separate survey instruments were used for this study: Liden et al.’s (2008) Servant Leadership Questionnaire (SLQ), which is a validated survey instrument that identifies seven dimensions of servant leadership characteristics. Mohrman et al.’s (1977) Mohrman–Cooke–Mohrman job satisfaction survey (MCMJSS) also was administered to measure the teachers’ job satisfaction. The data was formatted using Qualtrics survey software and all data were analyzed in SPSS v. 24. The results from the data analysis indicated that teachers do perceive their school leaders’ behavior reflects servant leadership characteristics and also showed a significant positive correlation between teachers’ perceptions of their principals’ servant leadership and their job satisfaction. The findings of this study indicate that the positive correlation between servant leadership and job satisfaction exists in Saudi Arabia. This field of research can continue to examine if this relationship exists as an embedded part of specific cultures or if it is inherently true that those who lead through service contribute to a greater sense of job satisfaction despite any differences in job category, pay scales, or cultural differences. Moreover, the results were consistent with the theoretical framework with respect to servant leadership theory and job satisfaction, and with the results of previous research. / Ph. D.

Typescript. Thesis (Ph. D.)--Boston University Bibliography: leaves 328-346.

This dissertation examines servant leadership and its biblical antecedents with from specific biblical texts and non-biblical literature. Chapter 1 introduces the research concern that the Bible presents a comprehensive servant theology that is consistent through both Testaments. As well it introduces the idea that servant leaders are slaves of God, servants to the Body of Christ, and Ambassadors to the world. Chapter 2 explores servant leadership theory by connecting the theory to its biblical origins. It presents a biblical theology of servant leadership utilizing the lens of biblical slavery as a model for Christian leadership discovered in Mark 10:42-45 as well as introducing the Christological paradox: “power through powerlessness.” Chapter 3 examines social science perspectives of servant leadership. While tracing the development of the theory through the writing of Robert K. Greenleaf and through conducting a critical probe of Greenleaf’s attempt to blend Eastern spiritualism with secular humanism, and Christianity. Chapter 4 addresses the categorical differences between a biblical worldview and the worldview of the social sciences in servant leadership research. Further, it delves into the work of Larry C. Spears, Kathleen A. Patterson and others in the social sciences who have proposed various models and theories of servant leadership. Chapter 5 examines Walter C. Kaiser’s Principilizing Model for moving beyond theology to propose a means to discover biblical principles of servant leadership as well as offer suggestions for future research.

The purpose of this study is to test the effect of the GETP on the Promotion of Civil Servants. The methodology of this study is to design the questionnaire and interview survey by SPSS as a tool with quantitative analysis of descriptive statistics, t-test, one-way ANOVA, reliability analysis, factor analysis, and regression analysis. Demographic factor as moderator is also to examine the perception of GETP and job satisfaction to predict the effect of GETP on the Promotion of Civil Servants. The result of this research shows that there is no empirical evidence to support the statistical significance relationship between GEPT and the Promotion of Civil Servants. However, the research finding concludes that the higher the perception of GEPT level is, the more the fairness of the Promotion of Civil Servants is. Thus, this is not difficult to understand that the positive correlation existence on the high advancedment fairness with the high job satisfaction. In other words, there is no statistical significance relationship among the Civil Servants perception, fairness, job neglect, and job satisfaction.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: ix, 185 p. : ill. ; 1 Mb. UMI publication number: AAT 3304202. Includes bibliographical references. Also available in microfilm and microfiche formats.

This thesis provides preliminary, qualitative research that explores whether there is a common understanding of Aboriginal public servant leadership within the British Columbia (BC) Public Service. An interpretive, grounded theory approach underpinned by attention to Indigenous methodologies was used in this thesis. Research was conducted using semi-structured interviews with 22 self-identified Aboriginal peoples within the BC Public Service. The results identify properties of three analytical perspectives of leadership that interact in the context of Aboriginal public servants in British Columbia: (1) individual; (2) Indigenous, traditional or family setting; and (3) bureaucracy/public service. A linking theme across these analytical perspectives, “it’s personal not individual”, is proposed that influences an approach that interviewed Aboriginal public servants use in their professional positions and in their daily life. This study concludes that although there is not one specific understanding of leadership among Aboriginal public servants, their personal commitment to improving the well-being of their peoples may be the basis for their leadership work to facilitate and build bridges of understanding between communities and government. In addition, there is a call to non-indigenous public servants to consider their own leadership and share responsibility for bridge building alongside their Aboriginal colleagues. / Graduate / 0617 / fionnamain@gmail.com

This thesis provides preliminary, qualitative research that explores whether there is a common understanding of Aboriginal public servant leadership within the British Columbia (BC) Public Service. An interpretive, grounded theory approach underpinned by attention to Indigenous methodologies was used in this thesis. Research was conducted using semi-structured interviews with 22 self-identified Aboriginal peoples within the BC Public Service. The results identify properties of three analytical perspectives of leadership that interact in the context of Aboriginal public servants in British Columbia: (1) individual; (2) Indigenous, traditional or family setting; and (3) bureaucracy/public service. A linking theme across these analytical perspectives, “it’s personal not individual”, is proposed that influences an approach that interviewed Aboriginal public servants use in their professional positions and in their daily life. This study concludes that although there is not one specific understanding of leadership among Aboriginal public servants, their personal commitment to improving the well-being of their peoples may be the basis for their leadership work to facilitate and build bridges of understanding between communities and government. In addition, there is a call to non-indigenous public servants to consider their own leadership and share responsibility for bridge building alongside their Aboriginal colleagues. / Graduate / 0617 / fionnamain@gmail.com