Exploring the Influence of Principals' Servant Leadership Characteristics on Teachers Job Satisfaction in the Government asecondary School of Hawassa City Administration

• Published in: Research in educational administration & leadership Vol. 10; no. 2; pp. 447 - 483
• Main Authors: Amenu, Adugna, Gezahegn, Habtamu, Wasyhun, Anteneh
• Format: Journal Article
• Language: English
• Published: 30.06.2025
• ISSN: 2564-7261; 2564-7261
• DOI: 10.30828/real.1569917

The purpose of this study was to explore the influence of principals’ servant leadership characteristics on teachers’ job satisfaction. To achieve this purpose, the phenomenological qualitative research design was employed. The study was conducted in two government secondary schools, where 14 teachers and 4 principals were selected through purposive sampling. Data were collected using semi-structured interviews and analyzed thematically. The findings identified servant leaders’ qualities, including giving first place for others, serving others’ needs, supporting personal and social issues, showing humility, being a role model, and being open, honest, and ethical. The findings further underscored the characteristics of servant leadership that were exhibited by school principals. The teachers feel satisfied when their principals exhibit servant leadership characteristics, such as conceptualization, emotional healing, creating value for the community, putting followers first, helping subordinates grow and succeed, empowering, and behaving ethically. This revealed that principals' servant leadership characteristics are critical that help to enhance teachers' job satisfaction. The study highlights that school principals should be aware of and practice all servant leadership characteristics to enhance teachers’ job satisfaction. Future research should consider expanding the scope to other regions, primary schools, and private schools