Bhengu, Thamsanqa Thulani.Emanuel, Sherian.2020-04-232020-04-2320182018https://researchspace.ukzn.ac.za/handle/10413/18291Doctoral Degree. University of KwaZulu-Natal, Durban.The era we live in is characterised by self-serving leaders who have inflated egos and are mainly driven by selfish desires, which results in fragmented organisations. Wherever we turn, we see a lack of confidence in leadership within schools. Servant leadership is considered to be a remarkable approach which stresses unselfish service to others. Given this rationale, this study aims to explore the principals’ understandings of the value of their roles as servant leaders in public schools as well as how school principals’ leadership practices reflect servant leadership and to understand how the principals’ practice of servant leadership influences the school as an organisation. The research design which was adopted by this study, within the interpretive paradigm, was qualitative in nature. The current study adopted a multi-site case study methodology which allowed for an in-depth examination of a real life, present day phenomenon within its natural environment. The case in my study is the case of five public school principals. It is a case of the principals’ understandings of the value of their roles as servant leaders as well as how principals’ leadership practice reflects servant leadership and finally how principals’ servant leadership practices influence the school as an organisation. Schools which were described as having principals who were involved in serving the needs of their staff, learners and community were purposively selected as research sites. The volunteer sampling strategy was used for the selection of teachers and HODs. The researcher selected two post level one teachers as well as one HOD from each of the five schools to form the full complement of participants. The data generation methods used were semi-structured interviews, photovoice interviews and observations with principals. The semi structured interviews were used with teachers and HODs. Data analysis methods included thematic analysis and content analysis. The findings suggest that Principals have understandings of the value of their roles. However, these understandings at the case schools revealed diverse, differing, limited, varied and complex understanding of their role, with schools and Department of Education being their primary motivation factors. Findings in the second question indicate that principals’ servant leadership practices at the case schools exists on a continuum from servant leaders to non-servant leaders. In addition, findings reveal that leadership practices on this continuum also are based on values and identity as a servant leader. Findings in the third question reveal that positive leadership (non-servant) practice influence on teaching and learning is mediated through infrastructural development and curriculum focus. Further, findings reveal that positive servant leadership practice has an influence on the school and the community.enSchool principals.Servant leadership.Public school principals.Thesis