Introduction To govern any organization, a person should be aware of the principles of the process and means of conducting manipulation over other people. Referencing the servant leadership, it is important to understand the main idea of the concept and refer to the appropriateness of using this system at school. Leadership is defined as an ability to influence people in achieving specific goals. A servant is a person who should serve others in their desired. Being opposing term, these issues have been united under servant leadership which is considered to be the style of work organization when a leader is aimed at serving those who he/she tries to lead (Barnabas, Joseph, & Clifford, 2010, p. 2). The main purpose of this research paper is to consider the main idea of leadership at school and servant leadership in general and conclude whether there is a correlation between the two. Coming out of this statement, it is possible to state the hypothesis that the servant leadership is a concept which can be affectively applied at school and used by school administrators as school leadership and servant leadership go together. Literature Review Even though the notion “servant leadership” was derived in 1970, the issue has not been researched up to the end. Neither the usefulness, not the places where the issue may be applied has been researched. Some scholars have tried to conduct different kinds of research related to servant leadership in different spheres of community organizations, including education. Thus, one of the indirect conclusions was drawn by Reed, Smith, & Beekley (1997), who stated that servant leadership emphasizes “the relationships rather than symbolic or technical aspects” (p. 38). This offers a hint that this strategy may be used in education where relationships are crucial for successful learning process. The influence of difference variables on servant leadership and its implementation has been researched. The conclusions have been drawn that domicile, socioeconomic status, age and level of education are the variables which influence the behavior of people under the influence of servant leadership, while the gender impact has not been noticed (McCuddy, & Cavin, 2009). The research conducted by Taylor, Martin, Hutchinson, & Jinks (2007) assures that “to have a vision and to share is with the followers the leader must first be an example of effective leadership so others will model themselves ion that behavior” (p. 416). In other words, if to apply the school administration, a teacher should be a role model for students. A leader should understand his/her personal abilities and the needs of the students who he/she guides. Tate (2003) identifies listening, communication of understanding, that awareness of motives, personality characteristics, leaders’ management style, and self-awareness as key factors for servant leadership at school. Punnachet (2009) tried to refer the principles of servant leadership to Catholic school. The conclusions of the research show that the principles of this theory stated by Greenleaf cannot be fully covered in Catholic schools that create some doubts in cultural and religious neutrality of servant leadership. However, the research conducted by Black (2010) shows that the use of servant leadership in Cath