Servant leadership and teachers' collaboration: Insights from rural South African schools
DOI:
https://doi.org/10.38140/ijer-2026.vol8.1.03Keywords:
Servant leadership, teachers’ collaboration, professional development, rural contextAbstract
This study investigates the impact of servant leadership on teacher collaboration and the overall quality of education in selected rural secondary schools in South Africa. Despite various policy reforms, these institutions continue to confront challenges such as limited resources, inadequate infrastructure, teacher shortages, and socio-economic constraints, which exacerbate the educational disparity between rural and urban areas. Servant leadership, characterised by empathy, humility, trust, and empowerment, is acknowledged as a relational and ethical approach that prioritises the well-being and professional development of both educators and learners. Adopting a qualitative case study methodology, the research examined six public primary schools across three provinces, involving six principals and six teachers through semi-structured interviews. Thematic analysis indicated that servant leadership fosters supportive and psychologically safe environments, enhances teacher motivation, and promotes collaboration via shared decision-making, mentorship, and Professional Learning Communities. Nonetheless, structural and relational challenges, such as heavy workloads, insufficient infrastructure, limited digital access, and low levels of trust, impede sustained collaboration. The study concludes that while servant leadership is essential for enhancing teacher engagement and collective efficacy, its full impact is realised only when accompanied by intentional systemic support, professional development, and investment in resources, thereby offering practical guidance for policy, leadership training, and school improvement in rural contexts.
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