One of the most significant features of the Maori leadership is the fact that it stands solely on the status that it achieves and not on the status that it is described with. In the current day situation, it is evident that character, personality, abilities and professional administration of a person are required to be a leader (Yang, 2016). Showing leadership quality during the time of war in the zones was a very common feature found in the Maori lives during the initial days. The quality is no more found now. The main reason behind the above condition is the fact that, people who are officers or happen to be the performers of Second World War have received so much of respect that they could receive importance only via civil and military affairs solely.
The process of giving the responsibilities taken over by the Maori community has seen a lot of growth in the twentieth century. Primitively, the government took over the responsibility of looking after the administration. During the year of 1900, a system was built that comprised of thee councils who belonged to the Maori community. They could also provide the community with a form of locally operating and self-sustained government. (Andrew & Rajendran, 2014). This was the reason of the community unit being considered as a village and the jurisdiction of the villages had a lot of boundaries, too.
Initially, they were provided with no available finance but still managed to put some efforts on the direction of improving the condition of living, sanitary conditions and behavioural aspect of the public. In the year 1945, the experience of the organisations resulted in the Maori community to put in their effort in the war. This led the community to get replaced by the tribal (McNae & Vali, 2015). These tribal communities helped in making community centres, organising sports events, assisting in the direction of education of the youth and promoting Maori art & culture. Very high expectations and a sheer trust on the Maori students are regarded as a talent in them that contribute to the achievements of the Maori students. After this, expectations are combined with the effective and good training facilities and supporting them during the process. Teachers happen to expect less from the students when it comes to literature. It was found by Bishop and Berryman who were the creators of the programme that lack of theoretical knowledge consciously and unconsciously made the lack of expectations actually. As a return, the students who think that the teachers have low expectations become frustrated in lives and have negative vibes coming from all the directions (Lewis-Smith, 2013).