Institutional Affiliation
London School of Management Education
Start Date
17-1-2025 9:30 AM
End Date
17-1-2025 11:00 AM
Proposal Type
Presentation
Proposal Format
Virtual
Proposal Description
The transformative power of Peace Education cannot be undermined in the volatile era in which we live. Through cultivating knowledge, skills, attitudes, and values, Peace Education aims to shift the mindsets and behaviours of individuals and groups away from violence toward peace. In recent times, many youth have stepped up to lead Peace Education programmes, particularly targeting youth in their local communities. Their leadership often aligns with the 'Transformational Leadership' model, which fosters change in followers and society.
This research examines youth leaders in Non-Formal Peace Education in Post-War Sri Lanka, focusing on their adoption of the Transformational Leadership Model and its impact. Five leaders working primarily outside the state and formalised apparatus (formal education institutions) were interviewed after they completed a pre-interview online questionnaire.
The findings reveal the practical application of Transformational Leadership in Sri Lanka's Non-Formal Peace Education sector. Interviewees shared examples of integrating key dimensions of Transformational Leadership into their roles, along with encountered challenges and strengths. They found the model effective for leading non-formal Peace Education initiatives, influenced by volunteering experiences, work experiences, religious faith, and ethnic concepts.
Analysing the leadership practices of these leaders, the study contextualises the four key dimensions of Transformational Leadership: Idealised Influence, Inspirational Motivation, Intellectual Stimulation, and Individualised Consideration in peacebuilding. Multiple practical approaches to these dimensions were found to be practiced by the different leaders. Powerful stories and examples shared by leaders illustrated how the model contributes to the success of Peace Education initiatives, transforming leaders, followers, and society.
This research is beneficial for youth interested in leadership in the development sector, helping them understand and apply the Transformational Leadership model. It provides empirical evidence of its effectiveness, guiding future leaders in promoting peace and social change.
Keywords: Peace Education, Leadership, Transformational Leadership, Youth, Development Sector
Included in
Education Commons, Other International and Area Studies Commons, Other Political Science Commons, Other Public Affairs, Public Policy and Public Administration Commons, Peace and Conflict Studies Commons, Political Theory Commons, Politics and Social Change Commons, Public Affairs Commons
Exploring the Contribution of Transformational Leadership in Non-Formal Peace Education Initiatives in Sri Lanka
The transformative power of Peace Education cannot be undermined in the volatile era in which we live. Through cultivating knowledge, skills, attitudes, and values, Peace Education aims to shift the mindsets and behaviours of individuals and groups away from violence toward peace. In recent times, many youth have stepped up to lead Peace Education programmes, particularly targeting youth in their local communities. Their leadership often aligns with the 'Transformational Leadership' model, which fosters change in followers and society.
This research examines youth leaders in Non-Formal Peace Education in Post-War Sri Lanka, focusing on their adoption of the Transformational Leadership Model and its impact. Five leaders working primarily outside the state and formalised apparatus (formal education institutions) were interviewed after they completed a pre-interview online questionnaire.
The findings reveal the practical application of Transformational Leadership in Sri Lanka's Non-Formal Peace Education sector. Interviewees shared examples of integrating key dimensions of Transformational Leadership into their roles, along with encountered challenges and strengths. They found the model effective for leading non-formal Peace Education initiatives, influenced by volunteering experiences, work experiences, religious faith, and ethnic concepts.
Analysing the leadership practices of these leaders, the study contextualises the four key dimensions of Transformational Leadership: Idealised Influence, Inspirational Motivation, Intellectual Stimulation, and Individualised Consideration in peacebuilding. Multiple practical approaches to these dimensions were found to be practiced by the different leaders. Powerful stories and examples shared by leaders illustrated how the model contributes to the success of Peace Education initiatives, transforming leaders, followers, and society.
This research is beneficial for youth interested in leadership in the development sector, helping them understand and apply the Transformational Leadership model. It provides empirical evidence of its effectiveness, guiding future leaders in promoting peace and social change.
Keywords: Peace Education, Leadership, Transformational Leadership, Youth, Development Sector