Situating Servant Leadership Within Educational Leadership

Abstract

Situated within the current complex climate of public education in the United States, in this autoethnographic case study, the relational aspect of trust as a characteristic of servant leadership within the principal-teacher relationship was investigated. Examining the role that trust played in improving a school's culture and how trust was established and maintained among one principal and the teachers whom she supervised was explored. Data sources included weekly reflections, a questionnaire, and email artifacts. Leadership practices were examined through the lens of Tschannen-Moran's five faces of trust. Teachers gauged their level of trust in their leader, rating her servant leadership characteristics. Results indicated the five faces of trust were apparent in this school leader. Based on characteristics and actions that led to trusting teacher-principal relationships, teachers tended to trust her as a leader to a high degree. Overarching themes included leader openness, leader competence and professionalism, leader benevolence, and leader's high regard for teachers.