Abstract:

Purpose and aim of article:
This article critically evaluated a conceptual framework designed to introduce servant leadership and school climate constructs to the educational landscape of South Africa. Proposed by Swart, Pottas, and Maree (2022) in their article titled "A Conceptual Framework to Support School Leadership in Creating a Positive Climate in South African Schools," the framework aimed to address the challenges faced by schools in South Africa. While acknowledging that servant leadership and school climate constructs were not panaceas for the complex educational issues in South Africa, the article posited that their combined implementation could play a pivotal role in supporting school leadership in navigating the demanding educational context.
The proposed conceptual framework sought to familiarize future teacher-leaders and educators with servant leadership and organizational climate constructs as integral components of effective leadership. The outlined pathway involved a cyclical process encompassing elements such as knowledge sharing, training, experiential learning, guidance, participation in learning communities, and taking ownership of the specified constructs.
This article intended to reflect on the practical implementation of these constructs in South African schools and beyond. The authors believed that such interpretations could stimulate discussions on schools oriented towards servant leadership at both national and international levels.

Methodology:
Methodologically, the article employed a qualitative approach to assess the potential implementation of the conceptual framework. By identifying best practices, the study aimed to present recommendations for the global educational community, spanning both private and public schools, fostering dialogue and consideration of the proposed paradigm to enhance teaching and learning practices.

Results and discussion:
As of the current stage, the article focused on ongoing results, with the evaluation of the conceptual framework still in progress. Participants critically assessed the framework's implementation, examining its feasibility and efficacy in contributing to discussions surrounding the impact of servant-oriented schools on creating positive teaching and learning environments in South Africa and globally.

Keywords:

Education, Servant leadership, School climate, Perspective on implementation of conceptual framework.