SHARED LEADERSHIP AND ORGANISATIONAL IDENTITY IN DIET INSTITUTE: COLLABORATIVE NARRATIVES OF TEACHER EDUCATORS AND PROSPECTIVE TEACHERS

This qualitative case study investigates how shared leadership affects organizational culture,professional values,and institutional performance at a District Institute of Education and Training (DIET), India in line with the principles of the National Education Policy (NEP) 2020. Data were gathered from 40 prospective teachers,6 teacher educators (Lecturer),and 1 principal using interviews and focus group discussions(FGD). Thematic analysis showed participatory leadership practices like peer-led activities,co planning and collaborative teaching strengthen institutional identity and promote professional values of empathy, accountability, integrity and proactivity. Student-teachers reported greater belonging and professionalselfconfidence when involved in participatory decisionmaking and reflective practices.Teacher educators(Lecturer)and principals perspectives identified mentorship,ethical role modeling, and strategic planning as most impactful in shaping the culture.Despite such strengths, structural constraints e.g., absence of student councils, rigid scholastic schedules and restriction in institutional autonomy were found to harm the full expression of collective leadership.This research contributes to understanding how grassroot practices of leadership by teacher education institutions can enhance effective organizational transformation,complement the National Education Policy 2020,and enhance performance through participative, value-driven engagement.