شبكة المعلومات العربية التربوية

This study aimed at exploring the relation between servant leadership practice and the level of job engagement among secondary school teachers’ in Taif city; from teachers’ perspective. The study employed the descriptive correlational method. A questionnaire was used after verifying its validity and readability and applied to a simple random sample consisting of (191) teachers, representing (13.4%) of the study population. The study reached the following results: The degree of servant leadership practice of secondary-school leaders was high (3.47) and Its dimensions were arranged as follows: personal characteristics, those oriented towards others, those oriented towards tasks and those oriented towards processes. The level of job engagement of secondary-school teachers was moderate (3.26) and its dimensions were arranged as follows: behavioral involvement, emotional involvement and cognitive involvement. Also, there was a positive strong correlation (r = 0.648) between the degree of servant leadership practice and the level of job engagement of secondary-school teachers in Al-Taif city. There were no statistically significant differences between the teachers’ responses about the degree of servant leadership practice and the level of job engagement and its dimensions due to specialization. There were statistically significant differences at (α ≤ 0.01) between the teachers’ responses about the dimensions of characteristics oriented towards others, those oriented towards processes and behavioral involvement due to specialization in favor of scientific specializations. There were statistically significant differences between the teachers’ responses about the degree of servant leadership practice and the level of job engagement in all its dimensions (except emotional involvement) due to the years of experience in favor of teachers with more than 20 years of experience. The study recommends that school leaders should practice more servant leadership characteristics oriented towards tasks and processes, enhance cognitive, emotional and behavioral involvement of teachers and conduct training courses to guide leadership and organizational characteristics and functional resources towards enhancing the dimensions of job engagement of school teachers. (Published abstract)