Abstract
ABSTRACTThe scope of educational leadership has evolved significantly, now encompassing a broader concept that extends beyond traditional administrative duties (Water et al., 2003). Particularly in K-8 schools within vulnerable or underserved communities, there is an increasing need for transformative leadership strategies that foster a healthy work culture and effectively address overwhelming job stressors while promoting the well-being of the human spirit (Chin & Li, 2013). This research explores spiritual leadership as a non-traditional model emphasizing organizational processes over hierarchy, rooted in spirituality, ethics, and a transcendent purpose (Fry, 2003).
Through a phenomenological approach, this study investigates the lived experiences of five educational leaders who implement spiritual leadership practices in underserved school communities. It aims to understand how these practices impact school culture, staff motivation, and overall organizational performance. The findings highlight the potential advantages and obstacles associated with spiritual leadership, emphasizing its role in addressing vocational imbalance and enhancing intrinsic motivation among staff (Doyle Fosco et al., 2023; Fry & Nicewicz, 2013). This research contributes to the body of knowledge by providing insights into how spiritual leadership can foster cultural change, employee development, and resilience in schools, informing future educational practices and policies to improve outcomes in under- resourced communities.