https://www.um.edu.mt/library/oar/handle/123456789/72564 2026-09-27T11:10:17Z https://www.um.edu.mt/library/oar/handle/123456789/149254 Title: Designing a group reflective professional development programme for heads of school in the primary sector Abstract: This research aims to propose a Professional Development (PD) programme intended to enable Heads of School (HoS) in the primary sector in Malta, to develop and refine their reflective practice skills. This was achieved through a collaborative, design-based research methodology which involved the research participants in designing, developing, and evaluating a PD programme focusing on reflective practice. This research was carried out in three phases. The first phase focused on analysing the problem through individual semi-structured interviews with participants. In the second phase, a first draft of the PD programme was developed and shared with the participants for an initial evaluation. The third phase involved participants trialling one session from the designed PD programme and evaluating it through a focus group. Findings indicate that adopting a participant-centred approach which values the expertise of HoS, embeds reflection, and creates collaborative pathways during the design and development of a PD programme, increases trust, engagement, motivation, and ownership of the programme. In terms of the programme’s structure, findings suggest that a) aligning learning activities to HoS’ needs makes it both relevant and meaningful, b) drawing on HoS’ experiences as learning opportunities enables them to link theory with practice, c) creating safe collaborative spaces encourages HoS to network, support and learn from and with others, and d) complementing reflective PD with work on the self, has a positive effect on HoS’ well-being. The study contributes to knowledge through the publication of the PD programme, ‘Reflect – Restore – Recharge’. This PD programme exemplifies how a collaborative design-based research approach can lead to the creation of a practical solution that meets the actual needs of HoS in terms of reflective practice within professional development. Description: M.A.(Melit.) 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145103 Title: Lesson study as a tool for professional development : a case study of collaboration between teachers in the upper primary years Abstract: This research explores Lesson Study (LS) as a model for collaborative professional development and teacher learning in a Maltese primary school context. It responds to dominant top-down professional development (PD) models by investigating how LS supports teacher agency, reflective practice, and cross-year collaboration. The research study took place in the junior sector of a private school and adopted a constructivist, practitioner-led action research approach. Four upper primary teachers engaged in a LS cycle, supported by a knowledgeable other (KO) and facilitated by the researcher practitioner. Data were gathered through interviews, post-lesson debriefings, and a focus group. Using Braun and Clarke’s (2006, 2021) reflexive thematic analysis, the study examined teachers’ meaning-making and professional dialogue. Findings suggest LS enhanced instructional decision-making, fostered collegial trust, and strengthened teacher ownership of pedagogy. Non-judgmental peer observation and structured reflection contributed to a richer understanding of student learning. The knowledgeable other’s input added depth by challenging assumptions and broadening perspectives. While the study’s scale and duration were limited, it contributes to emerging research on LS in Malta’s primary education sector. It shows that, when aligned with leadership and policy support, existing PD structures can accommodate sustainable, school-based inquiry. The study offers practical insights for educational leaders and policymakers seeking to embed collaborative, teacher-led approaches into professional learning. Description: M.A.(Melit.) 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145101 Title: Investigating the perception of social leadership among heads of state secondary schools in Malta Abstract: This research examines how Heads of State Secondary Schools in Malta perceive social leadership to understand better how heads of school conceptualise and implement leadership approaches that emphasise cooperation, inclusion, and community involvement. In educational settings, where schools are expected to serve as centres for social cohesion and well-being alongside academic achievement, social leadership is defined as a model that balances professional authority and relational influence. To capture the perspectives, this study employs case studies that combine survey data from a representative sample of Heads of School through semi-structured interviews. According to the findings, social leadership is commonly viewed by Maltese heads of school as a vital part of their role, especially in developing strong staff relations, developing student voices, and engaging with parents and the community. However, challenges affecting social leadership approaches were identified, such as bureaucratic constraints, workload pressures, and limited resources. This study highlights the importance of providing Heads of Schools with continuous PD, policy backing, and institutional frameworks that enable them to lead socially and administratively, which is beneficial for the whole school community. By situating the Maltese context within wider discussions on the role of social leadership in contemporary education, this study contributes to the growing body of literature on educational leadership. Description: M.A.(Melit.) 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145100 Title: Unveiling the essential leadership role of deputy heads of school Abstract: This study aims to explore the essential leadership role of primary school deputy heads. Being the second most important role after the head, the deputy head plays a pivotal role in implementing education reforms and in making a vital contribution to school improvement. High-performing deputy heads are therefore essential for the effective and efficient daily leadership and management of a school. This study seeks to identify: (i) their current responsibilities; (ii) perceptions of the role; (iii) the challenges they face; (iv) the professional learning opportunities and support they require; and (v) their views on succession planning. It is grounded in a social constructivist philosophical perspective and adopts a mixed methods research approach. A case study design is employed, integrating an insider researcher methodology. Data was gathered using an online survey and semi-structured interviews, conducted between May and September 2024. An inductive thematic process was used to analyse the data. The findings demonstrate that the role involves a range of overlapping managerial, administrative and leadership tasks, all of which prove to be challenging. Additionally, the data show that a vital aspect of the position is fostering and maintaining positive working relationships with all stakeholders. To meet the expectations of the school, deputy heads need adequate support. They also express a desire for more opportunities for targeted and structured professional development. Such opportunities will not only strengthen their leadership capacity but also prepare aspiring deputy heads for headship positions. Consequently, these leaders require professional, personal and emotional support to contribute effectively and successfully to school collaboration and improvement. Description: M.A.(Melit.) 2025-01-01T00:00:00Z