SERVANT LEADERSHIP IN FAITH-BASED RURAL SCHOOLS: PRINCIPALS' RESPONSES TO CONTEXTUAL CHALLENGES IN SOUTH AFRICA

Dr Melese Shula

doi:10.17770/eid2025.2.80

SERVANT LEADERSHIP IN FAITH-BASED RURAL SCHOOLS: PRINCIPALS' RESPONSES TO CONTEXTUAL CHALLENGES IN SOUTH AFRICA

Authors

Dr Melese Shula North-West University, South Africa https://orcid.org/0000-0002-8037-4322

DOI:

https://doi.org/10.17770/eid2025.2.80

Keywords:

faith-based schools, challenging context, collaborative efforts, cross-learning, positive relationships, community engagement , Leadership, servant-leadership

Abstract

This study reports on a qualitative investigation into how faith-based school principals in South African rural contexts employ servant leadership to respond to contextual factors. While contemporary researchers debate the interconnection between leadership and context, our focus is on understanding how servant leadership in faith-based schools can address challenging contextual issues in these demanding settings. We argue that school principals in rural contexts navigate complex situations that sometimes challenge their leadership, management, and administrative abilities. Using a case study technique within an interpretative paradigm, we interviewed six faith-based school principals from three South African provinces, focusing on two schools each. The research revealed that these servant-leader principals influence their surroundings by building strong relationships with the community and staff, advocating a compassionate attitude to their teams, and increasing their employees' professional growth. They also emphasize collaborative leadership and initiatives to improve teamwork. Based on the data collected from principals of faith-based schools in rural areas, we recommend that future research investigate the relationship between servant leadership principles and academic outcomes in challenging contexts, investigate the effectiveness of servant leadership and community engagement in rural schools, and investigate the development and implementation of mentorship programs for teachers and principals in rural schools.

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