Student Leadership Development: A Case Study

The aim of this study was firstly to examine the models of servant leadership, servant hood and transformational leadership in order to enhance our understanding of true Christian serving leadership. Secondly, the aim is to analyse the student and staff perceptions of the student leadership development program at one Christian school (CCAS). The research adopted a mixed methodology using both quantitative and qualitative approaches. The quantitative component used an empirical survey, resulting in 56 useable responses. The qualitative component used semi-structured interviews with 15 students and 16 staff providing useable data. It was found that the student leadership program at CCAS has, at the very least, attempted and in most cases succeeded, to introduce to the students most of the elements of serving leadership. The data suggests that the overall perception of the present student leaders and leadership program was positive. There were however, a range of perceptions on the effectiveness of the respective components of the leadership program and what initiatives could improve its function. Student participants were very supportive of the leadership program but reflected on the need to increase the internal and external leadership opportunities. Student non-participants, reflected some positive comments but also some dissonance in regard to those in school leadership and those students participating in the leadership program Staff participants reflected positively on the impact on students and the leadership program, while non-participating staff were not as supportive and a few reflected critically on the program. 12 Recommendations for the improvement of the leadership program at CCAS include: increase inclusivity, probably by continuing to develop a cross curricula approach or engaging more students and staff in serving leadership initiatives, celebrate the leadership program by improving communication and sharing of information to the student, staff and parent communities, and develop more ownership in the program by the school community