There is no unanimity on the understanding of perspectives among the educational functionaries with respect to quality of school education in India. Diversity of context and stakeholders coupled with 'multiple policy intentions and programs' make it more difficult to arrive at comprehensive understanding on quality education in India. [The] present study was designed to elicit the factors which determine a 'relative perspective shift' with respect to inputs for quality and leadership by middle level educational functionaries in the state of Karnataka. These functionaries were selected to...  [+] Show more

There is no unanimity on the understanding of perspectives among the educational functionaries with respect to quality of school education in India. Diversity of context and stakeholders coupled with 'multiple policy intentions and programs' make it more difficult to arrive at comprehensive understanding on quality education in India. [The] present study was designed to elicit the factors which determine a 'relative perspective shift' with respect to inputs for quality and leadership by middle level educational functionaries in the state of Karnataka. These functionaries were selected to be part of a management development programme of 36 days duration spread over six months and split into 4 stages. Training-Application and Coaching (TAC) methodology was adopted to embed better perspectives on inputs for quality and leadership in education.

Mixed method analysis was used to assimilate, compartmentalize, and complement the factors elicited during the data collection process. Increasing trend lines with respect to leadership and management helped to define holistic overarching goals of the management development programme in Karnataka.

Published abstract.