Exploring the nexus between servant teacher leadership behaviour, psychological empowerment, and cognitive learning: evidence from universities of Pakistan

The present study focuses on determining the suitability of servant-teacher leadership as a leadership approach for instructional purposes. The study specifically looks at how servant leadership affects followers’ cognitive learning by considering the mediating role of follower psychological empowerment. Using a stratified random sampling technique, data was collected through a questionnaire from seven hundred graduates from various HEC-recognized universities. The results of the study show that servant teaching significantly improves students’ cognitive learning and sense of empowerment. Additionally, the study found that psychological empowerment mediates the link between follower cognitive learning and servant leadership. The findings of this study provide new insight to instructors seeking to develop a learning environment that fosters students’ learning outcomes. However, it is also important to consider how to ensure students’ commitment and that they are being challenged. Future research may explore the impact of cultural values on students’ behavior toward servant teachers.