Date of Award

2025

Degree Name

Doctor of Philosophy (College of Education)

Schools and Centres

Education

First Supervisor

Marguerite Maher

Second Supervisor

Sean Kearney

Abstract

This PhD study researched the impact of a servant leadership development program on the culture and practice of two Anglican faith schools. The intent was to document and enhance these schools’ culture and practice through the design, application and outcomes of this developmental process. The rationale for this study stems from the increasing awareness of servant leadership as a formatively based approach that has depth and integrity of alignment with the relationally set values of care, community and service implicit to faith-based education. By demonstrating the alignment between the intent for servant leadership and its actual application and outcomes, this study aimed to fill a gap in research, by providing a template for the formative development and application of servant leadership in Christian schools through the progressive delivery of a servant leadership staff development PLD program.

To effectively implement and evaluate a professional learning program for servant leadership, a theoretical framework of adult education and a mixed methodology research design, incorporating case study and action research, was applied. This integrated approach provided a comprehensive, contextually rich, framework that was firmly rooted in the values of each school, fostering reflective practice and iterative enhancement in each setting.

The findings showed a notable positive shift in how leadership is defined, practiced and received. This process significantly influenced various cultural and practical dimensions in both contexts, re-setting rationale and formats for school-based and inter-personal communication and discussion. Consequently, a school culture emerged set to the professional and individual well-being, engagement and flourishing of all stakeholders. This incorporated servant leadership principles into both leadership and teaching frameworks, including the development of an affiliated pedagogy and the redesign of staff and team meetings.

Whilst having Christian rationale and focus, the research suggests that further applications of this study might ground the practice of servant leadership in diverse educational settings. The study offers actionable recommendations for practitioners in educational environments, presenting a detailed rationale, framework and practical guide for the implementation of servant leadership in schools looking to develop similar initiatives. This research affirms the potential for servant leadership to reshape both individual and institutional approaches, while also contributing to a wider conversation about educational leadership.

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