A conceptual framework to support servant school leadership on creating a positive organizational climate in South African schools

Abstract

The South African educational system is experiencing challenges regarding learner outcomes of underperforming public (previously disadvantaged) schools. These challenges inevitably lead to disheartened teachers and learners. Efficient school leadership and an encouraging school climate are imperative to create teaching and learning conditions inducive to success. New thinking is mandatory, and school leadership needs to play a significant role since leadership influences the climate of schools by creating a cycle of continuous improvement or failing to do so. The servant leadership paradigm may be a substantial factor to influence the school climate and to assist in countering the barriers to learner success, especially in the underperforming school environment.