Students learn just as much from who we are as educators as they do from what we teach. While content is important, the way faculty members carry themselves, how they communicate, lead, and treat others, can leave an even deeper impact on students’ personal and professional growth. This article explains that educators who use servant leadership principles create trust, empathy, and ethical development in students, ultimately supporting both academic success and long-term character building of students.
Throughout this article, I will explain why servant leadership is especially relevant in higher education today. While using a student-centered philosophy is very beneficial, adopting a servant leadership approach offers an extension of that philosophy. This is not just about teaching content effectively. It is about modeling values like integrity, empathy, and thoughtful decision making in ways students can absorb and carry with them beyond the classroom.
In this paper, I will provide research and real-world examples. I will present practical strategies faculty members where they know their students are walking away a better individual, professionally and personally. I will also discuss how faculty members themselves benefit from adopting a servant leadership model, finding stronger connections with students and a deeper sense of purpose in their work.
Modeling Values in the Classroom
One of the clearest ways servant leadership shows up in higher education is through the modeling of values that students can see and experience in everyday interactions. As Rabin and Smith say, “students learn as much from who we are as what we teach” (p. 2, 2013). This speaks to the purpose of servant leadership in higher education. In the context of the classroom, faculty who embody servant leadership not only communicate course content but also demonstrate values such as compassion and care through their actions.
This leadership approach directly supports student-centered teaching by emphasizing the importance of understanding students’ backgrounds, life circumstances, and unique learning needs. In the research article, Rabin and Smith explain that “to care for students, a teacher needs to know her students well enough to understand their unique motivations and needs” (p. 4). This describes a strong part of servant leadership, placing the needs of others before one’s own and creating relationships built on trust and mutual respect.
When higher education faculty take on the role of servant leaders, they transform learning environments. They challenge the authority-driven classroom stereotype and replace it with a relational one, where students are empowered, respected, and mentored not only academically, but as people. These professors serve as living examples of the kind of leaders we hope our students become.
How Faculty Benefit from Servant Leadership
While much attention is given to how servant leadership benefits students, its impact on faculty is equally as important. Faculty are the heart of teaching and service in higher education, and adopting a servant leadership mindset can enhance the purpose they find in their work.
Stronger relationships and classroom dynamics. Faculty who adopts servant leadership approaches often develop more meaningful relationships with students, which fosters better classroom engagement and cooperation. As Rabin and Smith explain, “teachers who practice an ethic of care consider developing relationships to be artfully complex and at the same time critical to a learning environment” (p. 8, 2013). When professors create spaces where trust and respect are mutual, the classroom becomes a place of safety and comfortability, benefiting both teaching and learning.
Personal fulfillment and emotional connection. The emotional toll of teaching is often overlooked, but faculty who embrace servant leadership experience a deeper sense of purpose in their work. Faculty gain more than content delivery; they gain the joy of watching students thrive and knowing their role made a difference.
Increased satisfaction and retention. Research shows that workplace satisfaction among educators increases when they feel seen and supported. Rabin and Smith talked about that a reflection of heart is critical for both effective teaching and faculty well-being (2013). When institutions encourage servant leadership, they cultivate a better faculty morale, higher job satisfaction, and stronger loyalty to the institution.
Practical Ways Faculty Can Begin Tomorrow
The foundation of servant leadership is intention. Faculty can begin modeling servant leadership in simple ways that foster stronger connections with students, healthier learning environments, and personal fulfillment. Below are three realistic strategies faculty can begin using tomorrow:
1. Practice Intentional Listening
Great teachers listen more than they talk, creating space for students to feel seen and heard. In the classroom, this might look like pausing before responding to student comments, asking follow-up questions that show curiosity, or creating reflection activities that allow the quieter voices to contribute. Being fully present communicates respect and care. Students are more likely to engage, ask questions, and trust the instructor when they feel heard. Faculty often gain feedback into student needs, boosting classroom culture and reducing conflict.
2. Respond with Empathy and Flexibility
Rather than assuming conflict or disrespect, servant leaders seek to understand the reasoning behind student behavior. For example, if a student misses a deadline, a professor might ask about circumstances before being close minded. This also could be seen as staying real with your students, making sure they know you make mistakes as well. Implementing this will make students feel respected and supported. Faculty reduce unnecessary conflict and model emotional intelligence, an essential skill for students to learn.
3. Empower Students with Real Responsibilities
Servant leadership isn’t about doing everything for others, it’s about helping others grow. Faculty can give students meaningful tasks like leading part of a class discussion, mentoring peers, or giving feedback about the course. Offering students that autonomy in the course will result in better trust and relationships. Students will build confidence and ownership over their learning.
Servant leadership in higher education is more than a philosophy, it’s a daily practice that transforms both student outcomes and faculty experiences. When educators lead with care, humility, and a commitment to student growth, they foster an environment where students thrive academically, emotionally, and ethically. By integrating servant leadership principles such as intentional listening, empathetic responses, and student empowerment, professors can cultivate vibrant, respectful, and collaborative learning environments. In doing so, they don’t just teach content, they develop whole people.
Carlee Norris was born and raised in Kansas and has always had a deep love for learning. Her appreciation for strong faculty leadership has shaped her perspective on education and student development. While earning her MBA at Kansas State University, Carlee authored an article exploring how students feel most empowered and how servant leadership can be used to effectively guide and support them. She is passionate about creating spaces where students feel encouraged, understood, and equipped to thrive.
References
LinkedIn. What are the benefits of applying servant leadership in higher education? How Servant Leadership Benefits Higher Education. https://www.linkedin.com/advice/3/what-benefits-applying-servant-leadership-ukuoe#:~:text=Servant%20leadership%20can%20help%20faculty,their%20academic%20freedom%20and%20autonomy
Online, U. of A. (n.d.). Ethics in education: The importance of good leadership. ONLINE. https://online.uark.edu/blog/ethics-in-education-the-importance-of-good-leadership.php
Rabin & Smith. (n.d.). Teaching care ethics: Conceptual understandings and stories for Learning: Journal of Moral Education: Vol 42 , no 2 – get access. https://www.tandfonline.com/doi/full/10.1080/03057240.2013.785942
University, S. C. (n.d.). Care ethics. Markkula Center for Applied Ethics. https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/care-ethics/care-ethics.html
Vicari, C. (2023, July 4). Prioritizing the ethics of care: Why it’s crucial for education in today’s world. LinkedIn. https://www.linkedin.com/pulse/prioritizing-ethics-care-why-its-crucial-education-todays-vicari/
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