https://www.um.edu.mt/library/oar/handle/123456789/132215 Sat, 11 Apr 2026 01:18:08 GMT 2026-04-11T01:18:08Z 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.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145100 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145099 Title: Discipline as a pedagogical tool to develop a responsible and agentic self : a qualitative analysis in middle schools Abstract: This study investigates the concept of discipline as a relational construct, underpinned by responsibility, a sense of belonging, and personal freedom. It examines how disciplinary practices in local schools contribute to the development of students’ social, relational, and academic responsibility, and how these practices support the emergence of student agency and a responsible self. Adopting a reflective and qualitative approach, the research seeks to deconstruct prevailing notions of discipline and explore how consistent, reflective, and supportive practices can foster a values-driven disciplinary framework. The study aims to provide insight into current school practices and advocate for a whole-school approach to discipline that promotes student growth through shared values, relational engagement, and responsible autonomy. My theoretical research explores how relational discipline, grounded in principles of care, student agency, and community, can be effectively implemented in school settings to promote ethical behaviour and long-term personal development. This qualitative study involved semi-structured interviews with twelve local Heads of School eight in state colleges, as well as four in church schools. The chosen methodology is aimed to explore the perceived fragmentation and ambiguity surrounding current disciplinary practices in local educational settings. Through in-depth engagement with the Heads of School, the study sought to evaluate their understanding of discipline and how it is enacted and maintained within their institutions. This approach enabled the collection of rich, context-specific data, providing a comprehensive picture of the prevailing disciplinary situation. The insights generated through these interviews offer a grounded basis for identifying effective practices already in place and for proposing a coherent, value-driven framework for discipline rooted in responsibility, reflection, and student development. The findings of this study suggest that while there is favourablity of vision towards relational discipline as opposed to punitive, shortcomings inhibit this vision from being put in practice. Moreover, from the Managing Behaviour in Schools Policy 2015 (MEDE, 2015) and the National Education Strategy 2024-2030 (MEYR, 2023), discipline in either seen as managing behaviour or not included in any of the pillars respectively. This study contributes to a change in how discipline is perceived and serves as guidelines on how changes in the present scenario can actually put relational discipline in practice. The research is also a point of departure to spill into primary schooling years and secondary years to have a homogeneous way of developing a disciplined future. Description: M.A.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145099 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145098 Title: Educators’ professional coaching for improvement : a case study in the artistry of leadership Abstract: This research examines the role of professional coaching in developing educators’ professional learning that focuses on educator engagement, growth and collaboration. It explores the experiences and perceptions of leaders and educators regarding this transformative form of professional development. It also examines the conditions that facilitate or hinder its effectiveness, along with the leadership traits that nurture a culture of continuous learning through coaching. This is explored through a mixed-methods case study approach in a Maltese primary state school. As Knight (2009) suggests, coaching offers a collaborative learning experience where educators and leaders engage as equal partners. Some of the approaches explored are one-to-one coaching and peer/group coaching, and their potential to enhance capacity building and a collaborative culture in our schools. The findings advocate coaching as a dynamic and contextually relevant enhancement to traditional professional development. However, critical barriers were identified, including the absence of supportive structures, leadership limitations, fixed mindsets and workload constraints. The research identified key assumptions about effective professional coaching strategies that actively involve and empower educators. It highlighted the need for supportive conditions, strong leadership and a shift from passive professional development models to more transformative strategies. This study contributes to the discourse on professional coaching by identifying essential conditions and leadership attributes for its successful integration in educational settings. Description: M.A.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145098 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145097 Title: School leadership awareness and support of staff wellbeing : the implementation of whole-school staff wellbeing practices Abstract: This study investigates the perceptions of senior leadership team (SLT) members regarding the promotion of teacher wellbeing (TWB) in Maltese secondary schools. It explores three primary objectives: (1) to examine school leaders’ views on the challenges faced by educators and the impact of these challenges on their wellbeing; (2) to understand how school leaders support the social and emotional wellbeing of their staff; and (3) to identify the strategies and structural supports implemented to promote TWB through a wholeschool approach (WSA). A qualitative research design was adopted, employing semi-structured interviews with seven SLT members from two state and two church secondary schools. Thematic analysis enabled an in-depth exploration of participants’ experiences, attitudes, and practices concerning TWB. Findings reveal that while the teaching profession is perceived as deeply rewarding, it is also fraught with significant challenges that negatively affect educators' wellbeing. Participants emphasised the critical role of the school leadership in embedding wellbeing within the wider school culture, articulating a vision for TWB supported by relational, transformational, and collaborative leadership styles. The study highlights the importance of fostering staff empowerment, celebrating professional achievements, cultivating positive relationships, and promoting a caring school environment. Moreover, collaboration with parents and external support services emerged as key elements in sustaining educator wellbeing. Focused inschool strategies and locally driven initiatives were also recommended by participants to strengthen the implementation of WSAs to wellbeing. The dissertation concludes with recommendations for leadership practice and suggestions for future research, acknowledging the limitations inherent in the study’s scope and methodology. Description: M.A.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145097 2025-01-01T00:00:00Z