A STUDY OF SERVANT LEADERSHIP PRACTICES AND THE IMPACT ON ENGLISH LEARNERS IN CALIFORNIA PUBLIC SCHOOLS
Date
2018-12
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Abstract
The primary objective of this study was to determine if a positive correlation between
servant leadership practices and the success of English learners in California public schools exists. Robert Greenleaf’s (1977) servant leadership theory and Dr. Lori Olsen’s (2010) research on Long-term English Language Learners guide the research and theoretical framework of the study. Seminal research on leadership theories are reviewed in order to provide insight and understanding on the influence and role leaders have on followers. These theories were delimited to: transformational, transactional, participative, and servant leadership. Research and data for English learners in the United States and California was presented. In addition, this study reviewed the new California English Language Proficiency Exam (ELPAC) and the implications for English language learners, as well as the urgency for principals to ensure the needs of English learners, are a key priority. The researcher hypothesized that schools with principals who were considered servant leaders would have higher rates of reclassified English Language Learners, versus principals who applied other leadership styles. A mixed method was used to analyze the research findings. Participants in this study completed the Servant Leadership Survey (SLS) developed by Dirk van Dierendonck and Inge Nuijten (2010), which was adapted and modified by the researcher, replacing the word “manager” with “principal.” Participants who opted for an interview were randomly selected and interviewed.
The conclusion of the study presents the findings of the research, the impact leaders have
on school priorities, and the lessons learned by the researcher in her first year as a principal.
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Keywords
Leadership, Servant leadership, English language learners, Principal