https://www.um.edu.mt/library/oar/handle/123456789/29273 2026-04-13T06:46:39Z 2026-04-13T06:46:39Z https://www.um.edu.mt/library/oar/handle/123456789/137767 2025-07-30T09:02:54Z 2018-01-01T00:00:00Z

Title: Factors affecting teachers’ wellbeing in the workplace : an in-depth analysis of teachers’ experiences in Maltese state secondary schools Abstract: Albeit vital, the student-centred approach to improving education in Malta does not place enough emphasis on teachers’ mental health and wellbeing. Furthermore, research on the organisational factors affecting teachers in Maltese schools remains limited to assessing causes of stress, burnout, and job dissatisfaction. In an attempt to elicit the value of workplace practices in Maltese state secondary schools, this study aimed to explore factors that are perceived to affect the wellbeing of teachers. Using a purposive sampling strategy, six qualified and warranted teachers currently employed in middle and upper state secondary schools in Malta were recruited for this study. Individual semi-structured interviews were used to draw upon participants’ lived experience and develop an understanding of teacher wellbeing and its contributing factors. Data analysed using Interpretative Phenomenological Analyis (IPA) identified three superordinate themes. Findings indicated that teacher wellbeing in Malta is influenced by both internal and external factors which include preparedness and emotional resilience, public perceptions, student behaviour and diversity, as well as workload and school cultures. It is suggested that findings from this study could be used to inform further research on teacher wellbeing in Malta and develop tailored wellbeing policies for Maltese schools. Description: M.PSY.

2018-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/29290 2018-06-15T07:30:44Z 1999-07-01T00:00:00Z

Title: Naturalistic decision-making frameworks in multiprofessional assessment of early childhood disability Abstract: Young children with complex developmental difficulties are often referred for assessment by multiprofessional groups run by health or education services. The purpose of this research is to identify and describe the frameworks within which such groups make their judgements and decisions in real work settings. This study adopted an exploratory. multiple-case research design. It involved two tertiary multiprofessional groups in London. Each assessed two preschool children whose difficulties were suspected to lie within the autistic spectrum. One group consisted of a paediatric senior registrar. a clinical psychologist and a speech therapist working within a neurodisability centre attached to a hospital (Site M); the other group was multi-agency. managed by an Educational Psychology Service and included educational psychologists. a psychotherapist and the deputy head of a special school (Site E). Each child was assessed by all the professionals simultaneously in the presence of the parents over a morning session. All discussions were audio-recorded. Postassessment interviews were held with each participant. Data were subjected to verbal protocol analysis and discourse and conversation analysis. The major finding of the study was that professionals made use of four types of interlinked decision-making frameworks. activated either concurrently or in close alternation. Firstly. a common procedural framework included hypothesis testing and diagnosis carried out in three cycles of decision making. with varying characteristics related to the different institutional contexts of each Site. Secondly. knowledge frameworks were mainly within the 'disease' model at Site M, and the 'psychodynamic' and 'behavioural' models at Site E. Thirdly. goal structures were related to which client and purpose each assessment was intended to serve. Finally, negotiation frameworks consisted of inter-professional collaboration and power-game structures. and professional-parent interaction structures for negotiating the bad news. These findings have implications for research on decision making in assessment of children with disability, as well as for professional practice and training. Description: PH.D.

1999-07-01T00:00:00Z