Abstract:

The research was designed in a descriptive survey model to present teachers' perceptions of school administrators' on servant leadership. The research was conducted with 473 teachers. “Personal Information Form” and “Servant Leadership Scale” were used to collect the data. Descriptive and inferential statistical techniques were used in data analysis. As a result of the study, teachers' perceptions of school administrators' servant leadership were found to be highest in the dimensions of trust and lowest in the dimensions of humility. The general perception of servant leadership is very high. Teachers' perceptions of school administrators' servant leadership did not differ significantly according to teachers' marital status, age, job status, and tenure but differed significantly according to their gender, educational status, and school level. Male teachers' school administrators' perceptions of servant leadership in the humility dimension are higher than female teachers. The perceptions of the school administrators of the teachers with a bachelor's degree in the authenticity dimension of servant leadership are higher than those of the teachers with a graduate degree. The perceptions of school administrators on servant leadership in the dimensions of empowerment, trust, school-environment relations, humility and general servant leadership of teachers working in high school are lower than teachers working in secondary schools. It is also lower than the teachers working in primary and secondary schools in the dimensions of authenticity and ethical behavior. At the end of the research, various suggestions were offered such as maintaining the servant leadership levels of school administrators and investigating the reasons for the high authentic leadership perceptions of undergraduate teachers.

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