https://www.um.edu.mt/library/oar/handle/123456789/36640 2026-04-05T12:20:17Z https://www.um.edu.mt/library/oar/handle/123456789/95482 Title: Influences of empowerment dimensions in an educational context : an empirical investigation amongst Maltese teachers Authors: Cassar, Vincent; Debono, Manwel Abstract: The need for more decentralised and teacher-focused managerial school systems in Malta has long been felt. Although there have been attempts in the literature to address this issue within the Maltese context, empirical research in this area of empowerment has been relatively less frequent. This study investigated the relative influences of four empowerment dimensions on salient work-related outcome behaviours, namely intrinsic motivation, job satisfaction; intention to turnover, commitment and job frustration amongst a sample of 120 Maltese teachers in state schools. Multiple regression analyses were performed on the data and showed that job involvement contributed highly on nearly all outcome behaviours while decision latitude, when compared to the remaining three empowerment dimensions, hardly contributed significantly. Practical implications and limitations of the study are also included. 2000-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/20880 Title: Les medias, les jeunes grecs et l'education Authors: Aslanidou, Sofia Abstract: Il est vrai que les médias ont plus d'imagination, qu 'ils sont capables le projections dans I'avenir à travers des scénarios qui captivent les jeunes. Ils peuvent présenter les dernières decouvertes alors que sur plan les programmes et les manuels scolaires sont d' une indigence étonnante. L' école devrait contribuer à une meilleur compréhension de I'information médiatique. Educateurs, pédagogues, maîtres, discutent pour une reconsideration de l' action pédagogique, en intégrant les médias. Changer la pédagogie instaure une nouvelle relation de l'élève au savoir avec une nouvelle médiation. Cette recherche examine le rapport qu 'on t les jeunes grecs avec les médias en Gréce ainsi que leurs pratique quotidienne. En connaissant leur rapport avec les médias on peut envisager une pédagogie qui utilise les médias à I' école. 2000-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/20514 Title: Television coverage of issues related to global education in Greece Authors: Kostoulas-Makrakis, Nelly; Makrakis, Vasilis Abstract: Based on the assumption that mass media's role on diffusing information and values as well as developing global consciousness is critical, this article examined the extent to which 10 top-ranked global issues were covered on the six most popular Greek Television stations. We looked at headline content patterns in terms of particular keywords and their descriptors to identify whether global issues are being covered. It was found that the priority of commercial criteria over quality dominates especially in the privately-operated stations. Therefore, although it has been stated that the purpose of Greek broadcasting is to provide information, education and recreation for the people of Greece, it seems that information and education lags much behind and there is a need for a change in the programme policy towards maximising the role of television for increasing global consciousness. 2000-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/20513 Title: 'Not suitable for children' : young Maltese children's perceptions of adulthood and adult-rated TV programmes Authors: Grixti, Joe Abstract: This paper joins the educational debate on the role of the media in the lives and socialisation of young people by considering how young children' s experiences of watching television form an integral part of their emerging sense of identity. The focus is on how children talk about and perceive 'adult-rated' material on television, and how this relates to their understanding of how 'adulthood' is distinguished from 'childhood. ' It contends that younger children' s understanding of the 'adult' is often pieced together from disjointed and commodified fragments, and that this fragmentation also informs children's performative attempts to distance themselves from the 'childish' in order to build their own 'adult' subjectivities. The evidence is drawn mainly from a series of thirty focus-group interviews with 164 children aged between five and ten, and coming from different socio-economic backgrounds in the Mediterranean island state of Malta. The interviews were conducted in 1998 and 1999, and formed part of a larger project which also included a comparable number of interviews with older children (aged 11 to 14) as well as with parents and teachers. 2000-01-01T00:00:00Z