Servant Leadership Characteristics of School Teachers and Its Effect on Student Success and Organizational Health in Selected Public Schools

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servant leadership, teachers, student success, organizational health, Organizational Leadership Assessment


This study utilized a survey to explore the relationships between servant leadership characteristics of school teachers, student success, and organizational health in selected public schools. This study hypothesized that the servant leadership of school teachers would positively affect student success and the organizational health of public schools. The Organizational Leadership Assessment was used (Laub, 1999) to collect data from fifteen public schools in Houston, Texas. Data were screened for normality, linearity, and homoscedasticity to ensure that the regression results were robust, and univariate and multivariate analyses were used to determine the nature of the relationship between organizational health and servant leadership. Descriptive analysis explained variance in dependent and independent variables. The values people subscale was statistically significant.


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Author Biographies

Harun Gultekin, Alvernia University

Harun Gultekin received his doctoral degree in educational leadership from Alvernia University. Currently, he is teaching at Lehigh Carbon Community College in Schnecksville, Pennsylvania. His research expertise are leadership studies, servant leadership, and students’ academic achievement. He published several books and numerous peer-reviewed articles.

Taha Kara, Alvernia University

Taha Kara recently received his doctoral degree in educational leadership from Alvernia University. His research expertise is in education, technology, leadership studies, educational leadership, and teacher leadership.


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How to Cite

Gultekin, H., & Kara, T. (2022). Servant Leadership Characteristics of School Teachers and Its Effect on Student Success and Organizational Health in Selected Public Schools. Journal of Ethnic and Cultural Studies, 9(4), 120–138.



Original Manuscript
Received 2022-07-12
Accepted 2022-11-05
Published 2022-11-16