Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Carol Anderon-Woo
Second Advisor
Robin Pierson
Third Advisor
Jonathan Greenberg
Abstract
Purpose: The purpose of this phenomenological study was to explore and describe public school superintendents’ perceived impact of four servant leadership characteristics established by Spears (2010) on developing and maintaining high-performing teams. Methodology: This phenomenological research study explored and detailed how superintendents perceived the influence of four servant leadership characteristics on developing and maintaining high-performing teams. Eight participants were chosen using nonprobability purposeful and convenience sampling based on specific criteria, which required at least 4 years of experience in their district, a minimum of 10 years of experience in the K–12 public school system, and employed in a K–12 district in California with a student population ranging from 10,000 to 40,000. Semistructured interviews were conducted by the researcher following an established interview protocol. Participant responses were analyzed, and the data were coded to identify recurring themes.
Findings: The findings revealed four key themes: trust-based leadership is essential for team success, collaborative culture drives organizational effectiveness, strategic leadership development enhances team capacity, and structured communication and engagement foster alignment and accountability. The study revealed that superintendents who prioritize trust building, foster collaborative environments, invest in leadership development, and maintain structured communication channels are more successful in developing high-performing teams.
Conclusions: Conclusions drawn from this research emphasize the importance of intentional relationship building, systematic approaches to collaboration, comprehensive professional development, and clear communication structures in educational leadership. It was concluded that superintendents who build trust through consistent communication, follow through on commitments, and maintain an open-door policy create environments in which team members feel safe to innovate and take risks. In addition, collaborative ownership and structured team-building initiatives significantly enhance organizational culture and team performance. The study revealed that investing in professional development, mentorship, and structured career pathways was essential for sustaining high-performing teams while systematic approaches to communication and stakeholder engagement were crucial for maintaining team alignment and accountability.
Recommendations for Action: The study provides practical implications for educational leaders and organizations seeking to enhance team performance through servant leadership practices. Recommendations include developing trust-centered leadership frameworks, establishing collaborative leadership models, implementing strategic leadership development programs, and creating comprehensive communication systems.
Recommended Citation
Chin-Berry, Katie, "A Phenomenological Study Exploring Superintendent’s Perceptions on Four Servant Leadership Characteristics for Developing High-Performing Teams" (2025). Dissertations. 611.
https://digitalcommons.umassglobal.edu/edd_dissertations/611
