Greenleaf (1970) stated that servant leadership is not a management technique, but a calling and a way of life. Its goal is to develop the led to become freer, wiser, healthier, and more likely to be servant leaders themselves. The antecedent of a servant leader is a choice to grow in selfeffectiveness, by continuous development of the ten character traits of a servant leader.
A servant leader impacts life with life, modeling a growth mindset. The practices of servant leadership create a supportive, respectful and demanding environment, which fosters grit and a growth mindset in learners.
The incorporation of servant leadership theory and practice in education has powerful and promising implications. It is a different paradigm of education, aiming for collaborative success, instead of competitions and league tables. It clarifies the role of a teacher, first and foremost, as a servant. It promotes a growth mindset in teachers, and expects them to model character building in their capacity of leading students. Beyond the
mastering of classroom management techniques, teachers establish classroom ecology.
Learning is a journey which requires all sojourners to exercise their effort and celebrate diversity in their community. Success is not narrowly defined by a few types of performances. Servant leadership transforms the languages and behaviors of those in the learning community. Finally, researchers, educators, and policy makers are encouraged to support the philosophy and practice of servant leadership through curricular, co-curricular,
and extra-curricular program reviews and designs. For example, resources for instruction can be purposefully selected to provide a platform for discussion of servant leaders and their legacy. Service learning projects are good avenues for students to practice servant leadership.