Investigating the role of servant leadership on the social responsibility of elementary school teachers in Namin city with the mediation of organizational support
Subject Areas : Educationyosef namvar 1 * , Gholamreza Mosleh marani 2
1 -
2 - Department of Educational Sciences, Ardabil Branch, Islamic Azad University. Ardabil. Iran
Keywords: Servant leadership, social responsibility, organizational support, elementary school teachers.,
Abstract :
Introduction: Leadership and leadership style are one of the influential components in educational systems. Servant leadership as one of the leadership styles has been the focus of researchers in recent years. The purpose of this study is to investigate the role of servant leadership on the social responsibility of elementary school teachers in Namin city with the mediation of organizational support.
Research methodology: This research was descriptive in terms of its implementation method, using a correlational type (structural equation model). The statistical population of the present study was all teachers working in Namin city (106 people) in the academic year 1403-1404. The total census method was used to select the sample (P≤0.05). The data collection tools in this study were Gholipour and Hazrati's Servant Leadership Questionnaire (2009), Khosravi's Standard Perceived Organizational Support Questionnaire (2014), and Carroll's Standard Organizational Social Responsibility Questionnaire (1991).
Findings: The research findings indicate that servant leadership can have an impact on teachers' social responsibility both directly and indirectly, considering the mediating role of organizational support (P≥ 0.05).
Conclusion: It can be concluded that servant leadership style plays an effective role in promoting teachers' social responsibility by strengthening the perception of organizational support. Utilizing this leadership style can pave the way for improving teachers' social performance and improving the quality of education in elementary schools.
Ahmadi, E.(1399). The mediating role of organizational support in relation to responsibility and job performance in education employees in Shiraz District 1. Journal of New Approach in Educational Administration, 46(11), 268-296.
Anshori, L. I., Titisari, P., Setyanti, S. W. L. H., SULARSO, R. A., & Susanto, A. B. (2023). The Influence of Servant Leadership on Motivation, Work Engagement, Job Satisfaction and Teacher Performance of Vocational Hight School Teachers in Jember City. Quality-Access to Success, 24(194).
Ateş, A., & Ünal, A. (2021). The relationship between diversity management, job satisfaction and organizational commitment in teachers: A mediating role of perceived organizational support. Kuram ve Uygulamada Egitim Bilimleri, 21(1), 18-32.
Babajani Roodi, S.; Garavi Ahangar, M.; Forgani Ozroodi, M.B.(1401). Explaining the social responsibility of physical education teachers based on organizational culture. Journal of New World, 19(5), 1-13.
Bibi, A., Khalid, M. A., & Hussain, A. (2019). Perceived organizational support and organizational commitment among special education teachers in Pakistan. International Journal of Educational Management, 33(5), 848-859.
Bui, H. T. T., Nguyen, V. H. C., Le, N. A. K., Dang, N. T. H., & Khoi Nguyen, P. N. (2024). The Roles of Corporate Social Responsibility and Perceived Organizational Support on Employee Loyalty in the Vietnamese Public Sector. SAGE Open, 14(4), 21582440241293574.
Ekmekcioglu, E. B., & Öner, K. (2024). Servant leadership, innovative work behavior and innovative organizational culture: the mediating role of perceived organizational support. European Journal of Management and Business Economics, 33(3), 272-288.
Fadam, N. O., & Jawad, S. M. (2023). Building and codifying the servant leadership scale for secondary school principals from the point of view of teachers of physical education. Modern Sport, 22(2).
Fathi, L. & Talooni, A. (1402). A qualitative study of social responsibility among male teachers in Poldasht city. Journal of Iranian Social Development Studies, 15(2), 47-66.
Fitriyana, F., Astuti, H. W., Rahman, A., Werdiningsih, R., & Idrus, S. (2023). Servant leadership and perceived organizational support for lecturer loyalty through empowerment. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 113-127.
Korkmaz, M., & Akçay, A. O. (2024). Determining digital literacy levels of primary school teachers. Journal of Learning and Teaching in Digital Age, 9(1), 1-16.
Kyambade, M., Mugambwa, J., Nkurunziza, G., Namuddu, R., & Namatovu, A. (2024). Servant leadership style and socially responsible leadership in university context: moderation of promoting sense of community. International Journal of Educational Management, 38(3), 660-678.
Kyambade, M., Namuddu, R., Mugambwa, J., Tushabe, M., & Namatovu, A. (2023). The impact of servant leadership and psychological safety on socially responsible leadership in Ugandan public universities. Available at SSRN 4629486.
Lindner, K. T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787.
Manzano-Sánchez, D., Conte-Marín, L., Gómez-López, M., & Valero-Valenzuela, A. (2020). Applying the personal and social responsibility model as a school-wide project in all participants: Teachers’ views. Frontiers in Psychology, 11, 579.
Polatcan, M. (2020). The effect of servant leadership on teacher alienation: The mediating role of supportive school culture. International Online Journal of Educational Sciences, 12(3), 57-67.
Pozo, P., Grao-Cruces, A., & Perez-Ordas, R. (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56-75.
Purwanto, A. (2020). Effect of transformational leadership, perceived organizational support, job satisfaction toward life satisfaction: Evidences from indonesian teachers. International Journal of Advanced Science and Technology, 29(03), 5495-5503.
Rahimi, H. & Agababayi, R. (1397). The Effect of Servant Leadership on Psychological Ownership of Kashan University Employees: The Mediating Role of Perceived Organizational Support. Organizational Behaviour Studies, 7(4), 1-30.
Saleha, L. (2023). Servant leadership: Maintaining teacher commitment and building community trust. Journal of Social Studies and Education, 1(1), 27-41.
Shabbir, M. S., & Wisdom, O. (2020). The relationship between corporate social responsibility, environmental investments and financial performance: evidence from manufacturing companies. Environmental Science and Pollution Research, 27(32), 39946-39957.
Shen, Y., Rose, S., & Dyson, B. (2024). Social and emotional learning for underserved children through a sports-based youth development program grounded in teaching personal and social responsibility. Physical Education and Sport Pedagogy, 29(1), 115-126.
Tuna, S. K. & Aslan, H. (2018). The Relationship between Perceived Social Support and Organizational Commitment Levels of Primary and Secondary School Teachers. Universal Journal of Educational Research, 6(5), 983-993.
Zheng, X.; Jiang, A. & Luo, Y. (2023). Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave? Early Education and Development, 34(7), 1489-1505.