https://www.um.edu.mt/library/oar/handle/123456789/143809 Mon, 13 Apr 2026 03:47:20 GMT 2026-04-13T03:47:20Z https://www.um.edu.mt/library/oar/handle/123456789/145383 Title: Inclusive practices in Maltese childcare settings Abstract: This study investigates practices which support or hinder inclusion in Maltese childcare centres. A mixed-methods approach contributed to understanding supports and barriers to inclusion in local childcare settings while simultaneously identifying the role that local policies play. By utilising reflexive thematic analysis (Braun & Clarke, 2006), practices and challenges faced by parents and childcare educators were identified to examine how they contributed to children’s experiences of inclusion. Interviews with parents of children with disabilities and responses to questionnaire data provided by childcare educators and managers reveal that despite exclusion of children with disabilities still being adopted by local childcare, other practices which support inclusion are utilised. Responses by parents and staff were similar, yielding themes identified by both stakeholders. Having positive beliefs and attitudes towards inclusion, a commitment for collaboration and an ability to effectively adapt learning opportunities were the main supports for inclusion. An inability to respond effectively to needs and systemic inequity presented challenges to inclusion. Although local policies reflect research findings, there seems to be a disconnect between the documentation and experiences of parents and staff. The experiences of the participants in this study suggest that the extent to which childcare settings embrace inclusion differs. This study concludes with several recommendations which aim to support inclusive practice further while reducing challenges and moving towards aligning childcare centres with local policy. The exploratory nature of this study offers insights which require further exploration especially research which presents the experiences of other stakeholders, including children and professionals working within the field. Description: M. Access Ed.(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145383 2026-01-01T00:00:00Z 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.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145103 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.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145101 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/144803 Title: An art-mediated toolkit to nurture social-emotional learning in primary school years Abstract: This Project Dissertation investigates the integration of social and emotional learning (SEL) with visual art education in primary schools, responding to a recognised need for holistic, child-centred pedagogies to nurture students’ social-emotional competencies. An Art-Mediated Toolkit for Social-Emotional Learning (AMTSEL) comprising a Teacher’s Guidebook and a Student’s Handbook was developed. This toolkit is structured to address the five CASEL’s SEL domains of self-awareness, self-management, responsible decision-making, social awareness and relationship skills, in a sequential manner. Additionally, AMTSEL contains SEL-art integrated lesson plans that explicitly address SEL objectives and visual art learning outcomes. The researcher recommends that the implementation of AMTSEL is executed over one school year supported by a whole school approach. This project dissertation contributes to practice by offering a structured approach for teachers to integrate SEL and visual art education, aligning with national curriculum goals of educating the whole child while providing recommendations for future implementation and research. No evaluation was undertaken in this project dissertation. A pilot study and an evaluation are recommended to further improve the effectiveness of AMTSEL. Description: MTL(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/144803 2026-01-01T00:00:00Z