https://www.um.edu.mt/library/oar/handle/123456789/144967 Fri, 10 Apr 2026 13:33:27 GMT 2026-04-10T13:33:27Z 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