Abstract:
This study explored how servant leadership can foster compassionate school cultures in Catholic education, aiming to support the holistic development of learners, as viewed through the eyes of South African school principals. The research was driven by a desire to understand how ethical, relational, and faith-based leadership practices influence students' emotional, social, moral, and academic wellbeing, especially in Catholic schools that weave spiritual and moral guidance into their educational framework. A qualitative phenomenological approach was used to gather insights from the principals' lived experiences, employing semi-structured interviews and document analysis as the main methods for data collection. Twelve principals, purposively selected to represent urban, peri-urban, and rural Catholic schools, took part in the study. The data were analysed thematically to uncover patterns and insights related to servant leadership practices, the challenges faced, and their effects on school culture. The study identified four main themes: the essential role of empathetic presence in fostering compassion, the importance of relational care through meaningful interactions with both staff and students, the integration of faith-based moral and spiritual development in line with Catholic Social Teaching, and the challenges to maintaining compassionate practices, such as limited resources and teacher burnout. Principals noted that servant leadership creates inclusive and supportive school environments, which in turn promotes the overall development of learners by addressing their emotional, social, and ethical needs alongside their academic progress. The research concludes that when servant leadership is implemented through empathy, relational care, and faith-based principles, it can significantly transform Catholic education. It highlights the need for intentional leadership, systemic support, and the incorporation of culturally and spiritually relevant frameworks, like Ubuntu and Catholic Social Teaching, to nurture compassionate school cultures. These findings have important implications for developing leadership, shaping policies, and advancing holistic, learner-centred education in faith-based school contexts.
