Servant leadership traits among university lecturers as an antecedent of students’ belonging: The mediating role of trust and social attachment

Abstract

Orientation: At the higher education level, students face numerous social, psychological and academic responsibilities that can detach them from communities and bond them to their learning environment. Understanding the effect of university instructors’ leadership behaviours on students’ sense of belonging is essential.
Research purpose: This research examined the servant leadership (SL) traits of university lecturers and their influence on students’ sense of belonging. It also examined how trust and social attachment mediate this relationship.
Motivation for the study: Many universities face difficulties fostering inclusion and a sense of belonging among students, especially in diverse environments. Exploring SL as a supportive and ethical leadership style may provide insights into how educators improve student engagement and well-being.
Research approach/design and method: A total of 158 data points were collected from two universities in Northern Cyprus via a survey and analysed using the partial least squares structural equation modelling technique.
Main findings: The results support the notion that university lecturers can be a major source of enhancing the faculty environment which, in turn, are pillars for building trust and establishing a sense of attachment between students and their lecturers.
Practical/managerial implications: Developing lecturers with SL characteristics leads to a greater sense of belonging among students. Especially for universities with diverse student bodies, it can enhance students’ well-being, satisfaction and academic performance. The findings provide pathways for future investigations along with practical implications for universities.
Contribution/value-add: This study demonstrates that SL dimensions are key drivers of students’ sense of belonging, enhancing their perceptions, attitudes and emotions in the academic field.