Guidelines for Developing Servant Leadership Among School Administrators in the Sarasas Network

Abstract

          This study aimed to examine the guidelines for developing servant leadership among school administrators in the Sarasas School Network. A qualitative research approach was employed. The key informants consisted of five experts in educational administration and experienced school administrators, selected through purposive sampling. Data were collected using in-depth interviews and analyzed through content analysis. The findings revealed that the guidelines for developing servant leadership among school administrators in the Sarasas School Network comprise ten key dimensions: listening, in which administrators should provide systematic opportunities for teachers and staff to express their opinions without prejudice; empathy, emphasizing an understanding of individual and professional differences; healing, focusing on supporting and restoring teachers’ and staff’s psychological well-being in situations involving stress or conflict; awareness, highlighting the development of self-awareness and organizational awareness for prudent decision-making; persuasion, encouraging the use of reason, transparency, and participation rather than positional authority; conceptualization, which involves strategic thinking and aligning operational practices with the school’s vision; foresight, emphasizing the anticipation of changes to enhance organizational preparedness; stewardship, focusing on transparent management of resources and prioritizing the common good; commitment to the growth of people, promoting continuous professional development of teachers and staff; and building community, fostering a learning community that enhances collaboration and a sense of belonging within the organization.