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Servant Leadership and Governance Practices in Catholic Schools: A
Quantitative Study of Their Influence on College Students
Bee Jess W. Capoy
1
, Marilou C. Diana
2
, Chirrel D. Asoque
3
, Christian Dave A. Bumagat
4
, Sharon Rose
P. Toledo
5
1
Asst. School Head and TVET Academic Coordinator, Mary Mediatrix of All Graces Academy Inc.,
Davao del Sur, Philippines
2
Principal, Polytechnic College of Davao del Sur, Inc., Davao del Sur Philippines
3
School Head, Judge Ernesto Nombrado Memorial School, Davao Oriental, Philippines
4
Principal, Notre Dame of Mlang, Inc., North Cotabato, Philippines
5
Teacher VI, San Vicente Elementary School, SD-South Cotabato, Soccsargen, Philippines
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.15020000056
Received: 19 February 2026; Accepted: 24 February 2026; Published: 13 March 2026
ABSTRACT
This quantitative study examined the influence of servant leadership and mission-aligned governance practices
on student formation in Catholic higher education institutions. College students enrolled in selected Catholic
colleges participated in the study through a structured survey questionnaire measuring servant leadership
practices, mission-aligned governance practices, and student formation in terms of academic motivation,
engagement, and values development.
Descriptive statistics were used to determine the level of leadership and governance practices, while correlation
and regression analyses examined their predictive influence on student formation. Results indicated that servant
leadership and mission-aligned governance were perceived at very high levels and significantly predicted student
formation outcomes. The findings emphasize the importance of value-centered leadership and mission-driven
governance in strengthening the formative mission of Catholic education. The study provides empirical evidence
that may guide institutional leaders and policymakers in enhancing leadership development and governance
practices within Catholic higher education.
Keywords: servant leadership, school governance, Catholic schools, college students, quantitative study
INTRODUCTION
The mission of Catholic higher education institutions is to combine service to the common good, moral
development, and academic excellence. Leadership and governance practices that embody the Church's
educational philosophy and Gospel values are essential to achieving this mission. Given this, servant
leadership—which emphasizes service, humility, ethical responsibility, and the holistic development of
individuals—has become a leadership style that closely reflects Catholic educational ideals (Greenleaf, 1977;
Spears, 2010).
In Catholic universities, servant leadership pushes administrators to put students' and the academic community's
needs first, creating atmospheres that encourage intellectual engagement, social responsibility, and spiritual
development. Mission-aligned governance, which guarantees that institutional policies, decisionmaking
procedures, and administrative practices stay in line with the institution's Catholic identity and mission, is a
complement to leadership (Bush, 2011). Maintaining stakeholder trust, accountability, and institutional integrity
all depend heavily on effective governance.
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Although leadership and governance in educational settings have been the subject of earlier research, there is
currently a dearth of empirical studies examining the effects of servant leadership and mission-aligned
governance on student formation in Catholic higher education. In addition to academic growth, student formation
includes moral responsibility, values formation, and service. Since these views influence students' educational
experiences and institutional commitment, it is crucial to comprehend how they view leadership and governance.
By investigating the effects of mission-aligned governance and servant leadership on student development in
Catholic colleges, this study fills this knowledge gap.
Research Purpose and Questions
The primary purpose of this study is to examine the influence of servant leadership and mission-aligned
governance on student formation in Catholic colleges. Specifically, the study seeks to assess students’
perceptions of leadership and governance practices and determine their implications for students’ academic,
moral, and social development.
This study aims to answer the following research questions:
1. What is the level of servant leadership practices as perceived by college students in Catholic colleges?
2. What is the level of mission-aligned governance practices as perceived by college students?
3. To what extent does servant leadership influence student formation in Catholic colleges?
4. To what extent does mission-aligned governance influence student formation?
5. Is there a significant relationship between servant leadership, mission-aligned governance, and student
formation?
Research Design
This study employed a quantitative descriptive–correlational research design to examine the relationships
between servant leadership, mission-aligned governance, and student formation in Catholic higher education
institutions. The design enabled the objective measurement of students’ perceptions and the statistical analysis
of predictive relationships among the study variables (Creswell & Creswell, 2018).
Research Context and Participants
The study was conducted in selected Catholic colleges that integrate faith-based values, leadership formation,
and mission-oriented governance. A total of 100 college students participated using a convenience sampling
technique based on accessibility and willingness to participate. Respondents represented different academic
programs and year levels to capture diverse perspectives on institutional leadership and governance.
Research Instrument
Data were collected using a structured researcher-developed questionnaire composed of three constructs:
1. Servant Leadership Practices
2. Mission-Aligned Governance Practices
3. Student Formation
All items were rated using a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).
The instrument underwent pilot testing to establish clarity and internal consistency reliability using Cronbach’s
alpha coefficients.
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Data Collection
Permission was obtained from institutional authorities prior to data collection. Participation was voluntary, and
ethical standards such as informed consent, confidentiality, and anonymity were strictly observed.
Questionnaires were administered through printed copies and online platforms.
Data Analysis: Survey Questionnaire
Descriptive statistics (mean and standard deviation) were used to determine the level of servant leadership,
mission-aligned governance, and student formation. Pearson correlation analysis examined relationships among
variables, while multiple linear regression determined the predictive influence of servant leadership and
governance practices on student formation. Statistical analyses were performed using appropriate statistical
software.
RESULTS AND FINDINGS
This section presents the results of the study on servant leadership and mission-aligned governance in Catholic
colleges and discusses the findings in relation to existing theories and empirical studies on leadership,
governance, and student formation.
Reliability of the Instrument
The internal consistency of the research instrument was examined using Cronbach’s alpha. As shown in Table 1,
all constructs demonstrated excellent reliability, exceeding the acceptable threshold of .70 recommended for
social science research.
Table 1 Reliability Coefficients of the Study Variables
Variable
Number of Items
Cronbach’s Alpha (α)
Interpretation
Servant Leadership
8
0.982
Excellent
Mission-Aligned Governance
8
0.984
Excellent
Student Formation
8
0.986
Excellent
The results show that the questionnaire items consistently measured servant leadership, mission -aligned
governance, and student formation. High reliability values align with prior research employing modified servant
leadership and governance instruments (Liden et al., 2008; Eva et al., 2019).
Level of Servant Leadership, Mission-Aligned Governance, and Student Formation
Descriptive statistics were computed to determine the level of servant leadership, mission-aligned governance,
and student formation as perceived by college students.
Table 2 Descriptive Statistics of the Study Variables
Variable
Mean
Standard Deviation
Servant Leadership
4.31
0.94
Mission-Aligned
Governance
4.33
0.94
Student Formation
4.34
0.94
Variable
Mean
Standard Deviation
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The results show that servant leadership and mission-aligned governance were seen as very important, as was
student formation. These results suggest that Catholic colleges do a good job of putting into practice leadership
and governance that is based on service, ethics, and the mission of the institution.
This finding corroborates Greenleaf’s (1977) servant leadership theory, which posits that leadership rooted in
service fosters follower development and well-being. In Catholic institutions, leadership is fundamentally
values-based, embodying Gospel principles such as humility, compassion, and service. Research shows that
servant leadership creates ethical environments and learning spaces that are helpful (Liden et al., 2008; Eva et
al., 2019).
In the same way, Bush (2011) says that good governance in schools should reflect the values and mission of the
school. This is also true of the very high level of mission-aligned governance. The governance structures in
Catholic colleges seem to make sure that things are clear, that people are held accountable, and that they are
morally responsible. This strengthens the identity of the institution and the trust of the students (Shattock, 2014).
Relationship Between Leadership, Governance, and Student Formation
Pearson correlation analysis was conducted to determine the relationship among servant leadership, mission-
aligned governance, and student formation.
Table 3 Correlation Matrix of the Study Variables
1
2
3
—
0.958***
—
0.964***
0.959***
—
**p < .001
The results indicate very strong positive relationships between servant leadership and student formation, as
well as between mission-aligned governance and student formation. These findings suggest that students’
academic motivation, moral development, and engagement are strongly influenced by leadership and governance
practices in Catholic colleges.
Astin's (1993) theory of student involvement says that the institutional environment has a big impact on student
outcomes. These results support that idea. Pascarella and Terenzini (2005) also said that the way leaders act and
the culture of an organization have a big effect on how students think and feel. In Catholic higher education,
where leadership and governance are integrated with the mission, such robust relationships are theoretically
anticipated.
Predictive Influence of Servant Leadership and Mission-Aligned Governance on Student Formation
Multiple linear regression analysis was conducted to determine the extent to which servant leadership and
mission-aligned governance predict student formation.
Table 4 Regression Analysis Predicting Student Formation
Predictor
β
t
p
Servant Leadership
0.54
4.44
< .001
Mission-Aligned Governance
0.45
3.77
< .001
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Model Summary:
R² = 0.946
Adjusted R² = 0.943
F(2, 46) = 401.30, p < .001
The regression model accounts for 94.6% of the variance in student formation, demonstrating a robust predictive
relationship. Servant leadership and mission-aligned governance both had a big effect on how students formed,
but servant leadership was the stronger predictor.
This finding corroborates Greenleaf’s (1977) claim that servant leadership is pivotal to personal growth and
moral development. Leaders who put service and doing the right thing first have a big impact on schools. Eva et
al. (2019) likewise discovered that servant leadership is a robust predictor of follower well-being, engagement,
and ethical development.
The fact that mission-aligned governance is a strong predictor supports Bush's (2011) and Shattock's (2014)
claims that governance structures that are in line with the institution's mission improve educational outcomes. In
Catholic colleges, governance practices make sure that decisions made by leaders always reflect Catholic values.
This helps students grow as people.
Multicollinearity and Model Assumptions
The Variance Inflation Factor (VIF) values for servant leadership and mission-aligned governance were both
12.18, which means that the predictors were very closely related. But this result makes sense in theory because
leadership and governance in Catholic institutions are always connected to the mission. Even though the VIF
values were high, both predictors were still statistically significant, which means that the estimates were stable.
This condition exemplifies the interconnectedness of leadership and governance within faith-based institutions,
rather than mere statistical redundancy, a stance corroborated by systems theory in educational leadership (Bush,
2011; Bryk et al., 2015).
Overall Discussion
This study's results offer robust empirical evidence that servant leadership and mission-aligned governance are
essential factors influencing student development in Catholic colleges. Service-oriented leadership and
governance that aligns with the institution's mission work together to shape students' academic motivation, moral
values, and involvement.
These results add to the body of research on educational leadership by applying servant leadership and
governance research to Catholic higher education and showing that student formation is a key outcome of
leadership. The study emphasizes the significance of values-driven leadership and mission-oriented governance
in preserving the formative mission of Catholic colleges.
Proposed Program Based on the Findings
Program Title: SERVE–FORM Program (Servant Leadership and Mission-Aligned Governance for
Student Formation) Program Rationale
The study's results showed that people have a very high opinion of servant leadership and missionaligned
governance in Catholic colleges, and these things are very good at predicting how students will develop. Servant
leadership emerged as the most significant predictor, demonstrating that leadership practices rooted in service,
ethical conduct, and consideration for others are essential in influencing students' academic motivation, moral
development, and social involvement. Similarly, governance that is in line with the mission was found to have a
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big impact on student formation. This shows how important it is to have governance structures and policies that
are open and honest and reflect Catholic values.
Catholic colleges are responsible for more than just teaching students. They are also responsible for helping
students grow in all areas of their lives according to the school's religious mission. So, leadership and governance
are important factors that affect the climate of an institution and the experiences of its students. The study found
strong predictive relationships between leadership and governance practices, which shows that there is a need
for a structured and long-term program that intentionally strengthens these practices and makes sure they stay in
line with student formation goals.
In light of these findings, the SERVE–FORM Program (Servant Leadership and Mission-Aligned Governance
for Student Formation) is put forward. The program's goal is to turn empirical evidence into real actions by
administrators by promoting servant leadership, improving governance practices that are in line with the Catholic
mission, and keeping holistic student formation initiatives going. Catholic colleges can make sure that leadership
and governance continue to help students who are academically strong, morally sound, and socially responsible
by making these practices a part of their institutions.
General Objective
To strengthen student formation in Catholic colleges through the intentional enhancement of servant leadership
practices and mission-aligned governance.
Specific Objectives
1. To improve the servant leadership skills of school and academic leaders based on Catholic values and moral
leadership.
2. To make governance practices stronger that support openness, responsibility, and alignment with the
institution's Catholic mission.
3. To encourage administrators, faculty, and students to work together and share responsibility in making
decisions for the institution.
4. To keep holistic student formation programs going that encourage moral growth, social responsibility, and
academic success.
5. To help students become servant leaders through community service, leadership training, and other activities
that get them involved in their communities.
6. To set up a system for monitoring and evaluating the effectiveness of leadership, governance, and formation
programs and make sure they keep getting better.
Table: SERVE–FORM Program Framework
Key Result /
Finding
Program
Component
Objectives
Activities /
Strategies
Responsible
Persons
Expected
Outcomes
Very high
servant
leadership
practices
significantly
predict student
formation
Servant
Leadership
Formation for
Administrators
Enhance servant
leadership
competencies
aligned with
Catholic values
Leadership
formation
seminars,
reflective
retreats,
leadership
mentoring
School
administrators,
campus ministry,
leadership
trainers
Strengthened
servant
leadership
behaviors among
administrators
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Missionaligned
governance
significantly
influences
student
formation
Mission-
Aligned
Governance
Review
Ensure
governance
policies reflect
Catholic
mission and
student welfare
Policy review
workshops,
governance
audits,
stakeholder
consultations
School
administrators,
governing board,
faculty
representatives
Transparent and
missionconsistent
governance
practices
Strong
relationship
between
leadership,
governance, and
student
formation
Integrated
Leadership–
Governance
Dialogue
Foster
collaboration
among leaders,
faculty, and
students
Leadership
forums, town
hall meetings,
student
representation
in councils
Administrators,
faculty leaders,
student leaders
Increased trust,
shared
decisionmaking,
and student
engagement
High student
formation
outcomes
(academic,
moral, and
social
development)
Holistic Student
Formation
Program
Sustain and
enhance holistic
student
formation
Values
formation
seminars,
service-learning
projects,
leadership
camps
Student affairs
office, campus
ministry, faculty
advisers
Enhanced moral
values, social
responsibility,
and leadership
skills
Leadership
inspires service
among students
Student Servant
Leadership
Development
Cultivate
servant
leadership
among students
Peer leadership
training,
community
outreach,
service
immersion
programs
Student leaders,
campus ministry,
community
partners
Students
demonstrate
serviceoriented
leadership and
civic
engagement
Need for
sustainability
and continuous
improvement
Monitoring and
Evaluation
Mechanism
Assess program
effectiveness
and guide
improvements
Annual surveys,
feedback
mechanisms,
leadership
performance
review
Quality
assurance office,
research
committee
Continuous
improvement of
leadership,
governance, and
formation
programs
Program Impact
• Supports servant leadership as the main way to shape students • Improves trust in institutions and governance
that is in line with the mission
• Keeps student formation at very high levels
• Turns research results into actions that institutions can take
The study's results suggest a program called SERVE–FORM that would use servant leadership and mission-
aligned governance to help students grow. The program's main goals are to develop leaders, align governance
with Catholic educational mission and values, and help students grow in all areas of their lives.
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CONCLUSIONS AND FUTURE STUDIES
This study looked at how servant leadership and mission-aligned governance affect the growth of students in
Catholic colleges. The results showed that college students had a very high opinion of both servant leadership
and mission-aligned governance. This means that Catholic schools do a good job of embodying leadership and
governance practices that are based on service, moral responsibility, and the school's mission. More importantly,
the results showed that servant leadership and mission-aligned governance are both strong and positive predictors
of student formation, with servant leadership being the strongest predictor.
The strong links between leadership, governance, and student formation show how important valuesbased
leadership and mission-centered governance are in Catholic higher education. Leadership practices marked by
humility, compassion, and service, alongside governance structures that reflect Catholic identity, significantly
enhance students' academic motivation, moral development, and social engagement. These results support the
ideas behind servant leadership and student development theories. They show that the environment of an
institution is very important for the overall development of students.
The study offers empirical validation for the amalgamation of servant leadership and mission-aligned governance
as fundamental catalysts for student development in Catholic colleges. The results emphasize the necessity of
maintaining and institutionalizing leadership and governance practices that align with the Catholic educational
mission. By doing this, Catholic colleges and universities can keep turning out graduates who are smart, morally
sound, and dedicated to service and social responsibility.
This study offers substantial insights into leadership, governance, and student development in Catholic colleges;
however, it suggests several avenues for future research. First, subsequent research may utilize mixed-methods
or qualitative frameworks to obtain a more profound understanding of the implementation of servant leadership
and mission-aligned governance in everyday institutional practices, as well as how students perceive these
experiences. This study's findings could be better understood through interviews, focus group discussions, and
case studies.
Second, subsequent research could broaden the participant pool to encompass faculty members, administrators,
and governing board representatives, thereby offering a more holistic view of leadership and governance
practices. Comparative analyses between Catholic and non-Catholic higher education institutions may be
undertaken to investigate disparities in leadership methodologies and student development outcomes.
Third, subsequent research may employ structural equation modeling (SEM) to analyze more intricate
relationships among leadership, governance, institutional culture, and student outcomes. SEM would enable
researchers to examine mediation and moderation effects, thereby further validating the integrated leadership–
governance model proposed in this study.
Finally, it is suggested that longitudinal studies be conducted to investigate the enduring effects of servant
leadership and mission-aligned governance on student development and outcomes following graduation.
Following graduates over time may yield significant insights into the impact of leadership and governance
practices on professional conduct, ethical decision-making, and enduring dedication to service.
Practical Recommendations for School admonitors, Heads and Trainers:
Based on the findings of this study, the following practical recommendations are proposed to strengthen servant
leadership, mission-aligned governance, and student formation in Catholic colleges.
1. Make servant leadership training a part of the institution
School leaders and administrators should make servant leadership a core way of leading on purpose. To improve
skills like making ethical decisions, being empathetic, being humble, and being a serviceoriented leader, there
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should be regular leadership formation programs, retreats, and workshops. By including servant leadership
principles in leadership development programs, administrators will always act in ways that help students grow.
2. Make sure that governance policies are in line with the institution's mission.
Administrators should check and update governance policies on a regular basis to make sure they are in line with
the Catholic mission and values of the school. Policies, strategic plans, and administrative decisions that clearly
state mission-driven goals encourage openness, responsibility, and moral duty. Governance structures should
show not only how well things work, but also how much they care about students' well-being and moral
responsibility.
3. Make participatory decision-making stronger
School leaders should encourage inclusive and participatory governance by getting faculty, staff, and students
involved in making decisions. Setting up advisory councils, having students on committees, and holding regular
consultative meetings all help stakeholders feel like they have a stake in the school and that they are responsible
for it.
4. Combine leadership and student development programs
Administrators should make sure that leadership programs are directly connected to programs that help students
grow. Academic leaders, student affairs offices, and campus ministry must work together to create programs that
combine academic success, value formation, and service-learning. This kind of integration strengthens the role
of leadership and governance in shaping the overall growth of students.
5. Help students learn how to be servant leaders
School leaders should give students chances to learn how to be servant leaders by offering leadership training,
service-learning projects, and activities that get them involved in the community. Encouraging student leadership
based on service builds responsibility, empathy, and social awareness, which are important goals of Catholic
education.
6. Set up ways to keep an eye on and evaluate things
To find out how well leadership, governance, and student formation programs are working, administrators should
set up regular monitoring and evaluation systems. Regular feedback from students and other interested parties,
along with evaluations based on data, makes it possible to keep getting better and make smart choices.
7. Keep an institutional culture based on values
In their daily interactions and administrative work, school leaders should always model and promote Catholic
values. Administrators and heads can create an environment that supports both academic success and the overall
growth of students by fostering a culture of values based on service, integrity, and respect.
Conclusion
Conclusions are made in light of the study's findings:
The study finds that college students have a very high opinion of servant leadership practices in Catholic
colleges. This shows that school administrators and academic leaders always show leadership behaviors that
include service, humility, ethical behavior, and concern for the overall growth of students. These kinds of
leadership show how Catholic education is based on values and help create a supportive and educational
environment at the school.
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The results show that people think very highly of mission-aligned governance practices in Catholic colleges.
People think that the way the institution is run and the way decisions are made are clear, fair, and in line with the
Catholic mission of the school. This means that governance in Catholic colleges does a good job of protecting
the integrity of the school, holding people accountable, and looking out for the students' well-being.
The study's conclusion is that servant leadership has a big and strong effect on how students develop. Servant
leadership was the best predictor of student formation. This shows that leadership based on service and moral
responsibility is very important for shaping students' academic motivation, values, and engagement. This shows
how important leadership is in shaping Catholic higher education.
The results show that governance that is in line with the mission also has a big impact on how students develop.
Governance practices that are in line with the Catholic mission help students trust the school, grow morally, and
have a better overall educational experience. This shows how important it is to have governance structures that
are not only effective but also based on ethics and the organization's mission.
The study finds that there is a strong and significant positive link between servant leadership, mission-aligned
governance, and student formation. In Catholic colleges, leadership and governance work together to create an
environment that supports the overall growth of students. The strong connections seen confirm that leadership
and governance work together to fulfill the mission of Catholic higher education.
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