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PDF
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Type:
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Working Paper |
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Author:
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Mani Man Singh, Rajbhandari |
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Date:
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2011 |
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Agency:
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University of Tampere, School of Education, Tampere, Finland |
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Series:
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Studies in Leadership |
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URI:
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https://hdl.handle.net/10535/7934
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Sector:
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Social Organization |
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Region:
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Middle East & South Asia |
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Subject(s):
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research
education
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Abstract:
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"Driving leadership style enhances local participation and involvement in school in reducing a gap between the school and the local community. As gap filler, leadership role was therefore instigated to drive the local community to participate and involve in the School. The purpose of this exploration was to analyze the driving leadership ability to initiate participation and involvement in the school for bringing development in school. Semi structured interview was conducted as a research method. The analyses of the data were triangulated for reliability and validity. The initiation of driving leadership brought about collaborative teaming, collective values creating harmony with toning, being confident for tasking and setting the mission according to the vision with timing and participating and involving with transforming. Ability of driving leadership style displayed the magnitude of progress upon foundational improvement at the beginning of their participation and involvement. Driving leadership style was viewed importance for changes and development bringing the driving forces with participating from the bottom as a lead follower. Driving leadership style acclaimed to be successful in eliminating the status quo and restraining forces in the teachers, parents, local groups and the external developmental agencies. Initiatives for task and considerate for the employees was an essence of producing intelligence to contextual phenomena that driving leadership style pursued demonstrate before the followers. This allowed the employees to concentrate for task and become motivated to accomplish with commitment. The effectiveness of driving leadership style resulted with maximum participation and involvement creating the chain effect in the community and influencing them to become concern for the school. Driving leadership style by virtue appeared to be working inside out and outside in. This indicated to reach inside into the micro level to meso and to the macro and visa versa. Remaining as a lead follower in the team, driving leadership intellectual capabilities to contextual setting proved aspiring concern for task and for employees."
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