This study investigates the relationship between perceptions of servant leadership and the ethical climate in an agricultural business. Using the Executive Servant Leadership Scale (ESLS) and the Ethical Climate Questionnaire (ECQ), the data was collected; full-time employees of an agricultural business, rating the servant leadership style of their managers in addition to the ethical work climate of their organisation. The survey was conducted on a convenience sample (N=151) representing a response rate of 63.3% from a sample of 240 employees. This study found a statistically significant correlation between the manager’s leadership style of servant leadership and the ethical work climate of the organisation. / MBA, North-West University, Potchefstroom Campus, 2015

This study investigates the relationship between perceptions of servant leadership and the ethical climate in an agricultural business. Using the Executive Servant Leadership Scale (ESLS) and the Ethical Climate Questionnaire (ECQ), the data was collected; full-time employees of an agricultural business, rating the servant leadership style of their managers in addition to the ethical work climate of their organisation. The survey was conducted on a convenience sample (N=151) representing a response rate of 63.3% from a sample of 240 employees. This study found a statistically significant correlation between the manager’s leadership style of servant leadership and the ethical work climate of the organisation. / MBA, North-West University, Potchefstroom Campus, 2015

This report discusses a research project undertaken to investigate servant leadership and examine the extent to which its associated behaviours are implemented within two departments of a large South African petrochemical company, and how the mean scores for respondent’s perceptions on the degree to which their direct supervisors practice servant leadership behaviours correlate with perceptions of interpersonal trust and passive management-by-exception. Based on the results of extensive research conducted on servant leadership over the past 40 years, it is clear that this leadership philosophy has a strong grounding in ethics, with its value placed upon people based on their inherent humanity and beyond their utilitarian worth to businesses in meeting their objectives. The author hypothesizes that one of the departments investigated (SSSS) does experience a high prevalence of servant leadership behaviours, based on the high levels of employee engagement prevalent within this department according to a recent survey, and that the other department (GSS) does not experience a high prevalence of servant leader behaviours. Both departments were found to have a moderate level of servant leader behaviours, but neither was found to be servant led. The author also investigates the possible relationship between servant leadership and interpersonal trust (as measured by Nyhan and Marlowe’s OTI) and servant leadership (SL) and passive management-by-exception (MBEP) (as measured by Avolio and Bass’s MLQ). The author uses Sendjaya et al.,’s SLBS to measure servant leadership. A moderate negative relationship was found between SL and MBEP and a moderately strong positive relationship between SL and interpersonal trust.

This report discusses a research project undertaken to investigate servant leadership and examine the extent to which its associated behaviours are implemented within two departments of a large South African petrochemical company, and how the mean scores for respondent’s perceptions on the degree to which their direct supervisors practice servant leadership behaviours correlate with perceptions of interpersonal trust and passive management-by-exception. Based on the results of extensive research conducted on servant leadership over the past 40 years, it is clear that this leadership philosophy has a strong grounding in ethics, with its value placed upon people based on their inherent humanity and beyond their utilitarian worth to businesses in meeting their objectives. The author hypothesizes that one of the departments investigated (SSSS) does experience a high prevalence of servant leadership behaviours, based on the high levels of employee engagement prevalent within this department according to a recent survey, and that the other department (GSS) does not experience a high prevalence of servant leader behaviours. Both departments were found to have a moderate level of servant leader behaviours, but neither was found to be servant led. The author also investigates the possible relationship between servant leadership and interpersonal trust (as measured by Nyhan and Marlowe’s OTI) and servant leadership (SL) and passive management-by-exception (MBEP) (as measured by Avolio and Bass’s MLQ). The author uses Sendjaya et al.,’s SLBS to measure servant leadership. A moderate negative relationship was found between SL and MBEP and a moderately strong positive relationship between SL and interpersonal trust.

Thesis advisor: Richard Lennan / Thesis advisor: Richard R. Gaillardetz / Thesis (STL) — Boston College, 2013. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

The purpose of this study was to explore the servant-leadership role of selected Catholic high school principals, and to investigate how this leadership ideal is manifest in their daily professional lives. I employed a qualitative case study design, using the constructivist paradigm. The data gathering methods consisted of several interviews with each of the six participants, and extended field observation engagements with two of the principals.<p> For the participants of this study, family background, professional and extra-curricular experiences, and priests, were important sources of their notions of servant-leadership. Participants perceived Faith in Jesus Christ, and the positive outcomes of their Faith-informed professional practice as progenitive of their notions of servant-leadership.<p> The culminating framework from this study identified faith in Jesus Christ as the foundation of participants servant-leadership. According to this framework, respondents childhood experiences, mental models, passions, motivations, and professional convictions, served as antecedents to their identity formation which, in turn, propelled them towards servant-leadership. This framework delineated five aspects of servant-leadership: faith in the Lord Jesus Christ, community-inspired vision, relational credibility, sustained trust, and service. Service was identified as the culminating dimension, with the understanding that servant-leadership is established and strengthened in the very act of rendering service (through the day-to-day characteristics of servant-leadership), without which servant-leadership for Catholic school principals was considered meaningless.<p> According to the findings from study data, servant-leader signifying and inspiring qualities required of the servant-leader, included the following: altruism, patience, compassion, caring for the interests and growth of followers, living by example, and the unselfish desire to serve others. Additional fruits of servant-leadership are empowerment and respect for followers, establishment of healthy relationships, support for one another, collaborative leadership, offering constituents different possibilities for development, community building, self sacrifice of the leader for his/her community, and the servant-leader truly representing the idea of service to members of the school community.<p> Strategies for success in servant-leadership included tenacity of purpose, respect for all in the school community, fostering collaboration, care and trust of followers, and avoidance of needless reprimands in the event of failure. An underlying theme of this study is that servant-leadership provides hope for followers because of its exceptional interest in helping them develop their potentials and grow to become leaders. This study generated several implications for policy, practice, and further research. First, the policy requiring principals of Catholic high schools to be practicing Catholics and to pattern their leadership practices on the servant-leadership model warrants continuance. Second, a policy that superintendents of Catholic school districts make an intentional choice to promote servant-leadership would serve a good purpose. Third, using vivid servant-leadership symbols as a way of making a lasting impression on new principals during the hiring process is a practice worth continuing. Fourth, directors, superintendents, principals, and chaplains need to continue the practice of exemplary servant-leadership as an inspiration to new and other leaders. And, finally, a future researcher on this same topic may wish to include the perceptions of staff members, parents, and students in focus groups to generate in-depth data for analyses.

The purpose of this study was to explore the servant-leadership role of selected Catholic high school principals, and to investigate how this leadership ideal is manifest in their daily professional lives. I employed a qualitative case study design, using the constructivist paradigm. The data gathering methods consisted of several interviews with each of the six participants, and extended field observation engagements with two of the principals.<p> For the participants of this study, family background, professional and extra-curricular experiences, and priests, were important sources of their notions of servant-leadership. Participants perceived Faith in Jesus Christ, and the positive outcomes of their Faith-informed professional practice as progenitive of their notions of servant-leadership.<p> The culminating framework from this study identified faith in Jesus Christ as the foundation of participants servant-leadership. According to this framework, respondents childhood experiences, mental models, passions, motivations, and professional convictions, served as antecedents to their identity formation which, in turn, propelled them towards servant-leadership. This framework delineated five aspects of servant-leadership: faith in the Lord Jesus Christ, community-inspired vision, relational credibility, sustained trust, and service. Service was identified as the culminating dimension, with the understanding that servant-leadership is established and strengthened in the very act of rendering service (through the day-to-day characteristics of servant-leadership), without which servant-leadership for Catholic school principals was considered meaningless.<p> According to the findings from study data, servant-leader signifying and inspiring qualities required of the servant-leader, included the following: altruism, patience, compassion, caring for the interests and growth of followers, living by example, and the unselfish desire to serve others. Additional fruits of servant-leadership are empowerment and respect for followers, establishment of healthy relationships, support for one another, collaborative leadership, offering constituents different possibilities for development, community building, self sacrifice of the leader for his/her community, and the servant-leader truly representing the idea of service to members of the school community.<p> Strategies for success in servant-leadership included tenacity of purpose, respect for all in the school community, fostering collaboration, care and trust of followers, and avoidance of needless reprimands in the event of failure. An underlying theme of this study is that servant-leadership provides hope for followers because of its exceptional interest in helping them develop their potentials and grow to become leaders. This study generated several implications for policy, practice, and further research. First, the policy requiring principals of Catholic high schools to be practicing Catholics and to pattern their leadership practices on the servant-leadership model warrants continuance. Second, a policy that superintendents of Catholic school districts make an intentional choice to promote servant-leadership would serve a good purpose. Third, using vivid servant-leadership symbols as a way of making a lasting impression on new principals during the hiring process is a practice worth continuing. Fourth, directors, superintendents, principals, and chaplains need to continue the practice of exemplary servant-leadership as an inspiration to new and other leaders. And, finally, a future researcher on this same topic may wish to include the perceptions of staff members, parents, and students in focus groups to generate in-depth data for analyses.

In 1970 Robert K. Greenleaf put forth a conceptualization of leadership aimed at re-invigorating a sense of belonging and responsibility in the disgruntled youth of those times. In his seminal work, The Servant as Leader (1991), he offers a rather revolutionary approach to leadership that focuses not only on the actions of the leader, but also on the relationship existing between leader and follower. Servant-leadership seeks to reposition leadership as a process of relationship marked by mutual influence. The purpose of this qualitative study, by means of reflective analysis, was to explore the essence of servant-leadership according to Greenleaf’s original work and to describe how that essence is reflected within the secondary literature extant to servant-leadership. The Servant as Leader (1991) and On Becoming a Servant Leader (1996) were used to discern the essence of Greenleaf’s conceptualization, while secondary servant-leadership literature in the form of books, book chapters, and journal articles provided the context for understanding how Greenleaf’s work has been represented. / Graduate

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed June 17, 2008). PDF text: 103 p. : ill. ; 351 K. UMI publication number: AAT 3289143. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S. in Management)--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Powley, Edward H. Second Reader: Crawford, Alice M. "March 2010." Description based on title screen as viewed on April 21, 2010. Author(s) subject terms: Empathetic Leadership, Trauma, Crisis, Values Based Leadership, Spiritual Leadership, Transformational Leadership, Servant Leadership. Includes bibliographical references (p. 55-59). Also available in print.