Exploring the Relationship Between Servant Leadership and Job Retention of Teachers at the Secondary Level in Punjab
Keywords:
Servant leadership, primary job retention, educational leadershipAbstract
The purpose of the study was to determine the relationship between servant leadership and job retention among Secondary School Teachers. The research was quantitative. The study used a correlational research design. This research employed the use of multistage sampling methods to draw a sample. In each selected district, a stratified random sampling technique was applied in selecting 20 high schools (10 boys and 10 girls) each. Finally, teachers were identified in each of the selected schools. Therefore, the study sample consisted of 920 secondary school teachers (470 male and 450 female). Adapted questionnaires for servant leadership and job retention were used to collect data. Descriptive statistics such as means and standard deviations were utilized to determine the levels of study variables, and Pearson Product-Moment Correlation was used to examine the relationship between servant leadership and job retention. Internal consistency of the instrument was tested using Cronbach's alpha. Reliability scores of instruments were perceived: servant leadership = .763 and job retention = .807. Results of the correlation analysis revealed a moderate, significant, and positive correlation between servant leadership and job retention (r = .47, p < .001). The findings indicate that a teacher's sense of servant leadership behaviors by school leaders is associated with higher retention rates. The study concludes that servant leadership plays an important role in promoting teacher retention in secondary schools. The results indicate a need for administrators and policy makers to promote leadership practices that foster teachers' professional growth, respect, stewardship, and empathy. It is recommended that educational authorities should promote servant leadership by implementing leadership development programs to create positive school environments and to support teachers' retention.
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