The study investigated the relationship between self-rated servant leadership among post-secondary faculty and perceived student engagement in online educational environments. While existing literature has demonstrated a positive effect of servant leadership on student engagement, it has primarily centered on student perspectives and often overlooked the active learning methodologies employed by faculty. The findings reveal a positive correlation between humility, stewardship, and empowerment behaviors associated with servant leadership and student engagement. Furthermore, active learning techniques and the age of faculty members were identified as significant contributors to student engagement. This research emphasizes the importance of faculty recognizing their servant leadership practices and the subsequent impact on student engagement--an aspect frequently neglected in prior studies. Overall, this study enhances the understanding of how servant leadership and active learning strategies can promote student engagement in online settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]