An Investigation of the Impact of Transformational Servant Leadership in Urban Turnaround Schools

Urban turnaround K-12 schools have focused solely on accountability measures and radical structural change in efforts to improve academic outcomes in those environments. Little attention has been paid to the dispositions and relational practices that leaders can embody to foster intentional, sustained efforts toward significant change. Transformational leadership, as conceptualized by James M. Burns (1978) and Bernard Bass (1985), and servant leadership, as conceptualized by Robert Greenleaf (1973), have been the subject of extensive research as individual concepts. However, little empirical research exists on the blended approach to transformational servant leadership in urban turnaround school environments. This mixed-methods descriptive sequential study investigated leadership characteristics, practices, and the perceived impact of practicing transformational servant leadership in urban turnaround K-12 settings.

Quantitative data were gathered from 90 school employees and leaders who work in urban turnaround schools using the Servant Leadership Survey (SLS) by VanDierdonck and Nuitjen (2010). Additionally, 13 turnaround school leaders participated in 4 focus groups and completed the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2000). Qualitative data were collected during the focus groups to further explore and identify leadership behaviors, mindsets, and relational practices exhibited by school leaders immersed in urban turnaround work.

Results show consistent themes around the behaviors and relational practices demonstrated by leaders who utilize transformational servant leadership in urban turnaround schools. Vision, service, empathy, integrity and ethics, among other characteristics, were discussed by participants as practices that led to better school culture, stronger relationships, and sustained outcomes during the turnaround process.

Implications of this study were used to develop conceptual and practical frameworks around transformational servant leadership as it relates to urban turnaround schools. Data from this study was used to help develop the Transformational Servant Leadership Impact Initiative (TSLI2) and the S.E.R.V.E. Framework, which offers realistic tools and resources to assist leaders with prioritizing and implementing sustainable transformational servant leadership. Additional implications of this study included addressing areas of leadership preparation, professional development practices, and policy change in hopes of better equipping school leaders to engage in people-centered practices when engaging in turnaround efforts.