Dissertations (Ed. D.)--Rowan University, 2009. / Typescript. "UMI Number: 3386833"--T.p. verso. Includes bibliographical references.

Despite extensive research into the effects of servant leader behaviors, the prior research has exclusively examined the recipient-centric between-person outcomes. To expand the nomological network of the effects of servant leader behaviors, the present research shifts the locus of theorizing and adopts an actor-centric within-person perspective. By integrating engagement theory (Kahn, 1990) and the Work-Home Resource model (ten Brummelhuis & Bakker, 2012), the current study examines whether those leaders who exhibit servant behaviors on a given day perceive any psychological costs and benefits, and if so, how those experiences affect their behaviors in the work and family domains (i.e., work engagement and family support). Using experience sampling data from 103 full-time employees, results revealed that leaders who engaged in servant leader behaviors more frequently on a given day were more likely to experience two psychological benefits (i.e., psychological meaningfulness and psychological authenticity), while experiencing a psychological cost (i.e., psychological depletion) afterward. As such, the current investigation represents a necessary first step in understanding both enrichment- and depletion-based daily experiences of serving others. / Business Administration/Interdisciplinary

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.

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.

Thesis (Ph. D.)--Antioch University, 2007. / Title from PDF t.p. (viewed Aug. 4, 2008). Advisor: Jon Wergin. "A dissertation submitted to the Ph. D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy August, 2007"--The title page. Keywords: leadership, change, purposeful, servant leadership, self-sacrifice, trustworthy, vision, visionary, results driven, decisive, determined, dependable, adaptive, alert, aligned, allied, empowerment, nonprofit. Includes bibliographical references (p. 268-301).

Thesis (D. Min.)--McCormick Theological Seminary, 1995. / Includes bibliographical references (leaves 41-43).

Dissertation (Ed.D)--The University of North Carolina at Greensboro, 2010. / Directed by Kathleen Casey; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jul. 9, 2010). Includes bibliographical references (p. 98-102).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.

SERVANT LEADERSHIP DEVELOPMENT IN CHURCH-BASED PASTORAL TRAINING PROGRAMS: A MULTIPLE CASE STUDY Aaron Francis Filippone, Ed.D. The Southern Baptist Theological Seminary, 2016 Chair: Dr. Shane W. Parker Biblical scholars have stated that a church cannot exist unless she is organized under qualified leadership. What does it mean to be “qualified,” and how does one obtain the servant-like qualities mentioned in the New Testament? A balanced approach to pastoral training will equip leaders for the wide range of theological and practical challenges he will face. Leading a local church requires more than the academic ability to parse Greek verbs and exegete difficult passages. This research determines the level at which budding pastors are learning the experiential qualification of being servant leaders through the training received within church-based pastoral training programs. The purpose of this multi-case study is to determine how servant leadership is being developed in selected church-based pastoral training programs. For this study, data was collected using questions that were formulated from the components of the Organizational Leadership Assessment. Research helped to identify the factors that led to the development of servant leadership. The participants of the case studies were the leaders of local church pastoral training programs. This study utilized phenomenological methodology to produce descriptions of themes and patterns from qualitative interviews with stakeholders in the church-based pastoral training programs. The central phenomenon being studied in this research was the development of servant leadership qualities within church-based pastoral training models. The research utilized three cases to formulate a multi-case study approach for the purpose of determining possible similarities among the research samples. The goal of this research was to develop a set of best practices found within church-based pastoral training programs that seek to train pastors to be servant leaders. The findings of this study will be a valuable asset for those developing and leading church-based pastoral training programs.

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