Teacher perceptions of school administrators regarding servant leadership

This study was designed in descriptive survey model in order to find out the school administration's teacher perception of servant leadership. The target population of the study consists of the teachers served in primary, secondary, and high schools in the Manavgat district of Antalya province in the 2020-2021 academic year. The research was carried out with 473 volunteered teachers selected by the multi-stage sampling method. "Servant Leadership Scale" developed by Kıral (2021a) and "Personal Information Form" were used to collect research data. The data was analyzed using frequency, percentage, average, and parametric difference tests. According to the research findings, teacher's perceptions of school administrators' servant leadership were at the highest level in the dimension of trust, and then respectively followed by ethical behavior, vision, effective communication, school-environment relations, empowerment, authenticity and humility. Teacher's general perceptions of school administrators' servant leadership were found at a very high level. It was determined that teacher's perceptions of school administrators' servant leadership did not show a significant difference according to the marital status, age, duty status, and tenure, but showed a significant difference according to their gender, educational status, and the school level. In the humility dimension of servant leadership, male teacher's perceptions of school administrators' servant leadership were found higher than female teachers. In the dimension of authenticity, undergraduate teacher's perceptions of school administrators' servant leadership were found higher than graduate teachers. High school teacher's perceptions of school administrators' servant leadership levels were found lower than secondary school teacher's levels in the dimensions of empowerment, trust, school-environment relations, humility, and general servant leadership. And also their perceptions were found lower than primary and secondary school teacher's levels in the dimensions of authenticity and ethical behavior. Based on the findings, various suggestions were presented, such as maintaining the servant leadership levels of school administrators and investigating the reasons for the high authentic leadership perceptions of undergraduate teachers. KEY WORDS: Servant, Leadership, Administrator, Teacher