ABSTRACT
This paper describes an action research study undertaken by the Principal of Delhi World School, Bangalore who decided to go against the grain. She set out to change the mindset of her teachers, by having them take the initiative towards their own learning and development, and not wait to be 'sent' to a workshop. A process of collaborative inquiry, with a learning community that she was part of, paved the way for formulation of the research problem, its plan and execution. While this study elucidates the strategies that one school leader used to empower her teachers to step out of their comfort zone and take charge of their learning, it also throws light on the deeply analytical process that she was compelled to follow in order to bring about this change. A huge lesson for school leaders is the importance of stepping back, allowing teacher autonomy and decision-making by the teachers, so as to result in self-directed professionals enlivening teaching and learning.
