https://www.um.edu.mt/library/oar/handle/123456789/18581 Wed, 08 Apr 2026 11:25:42 GMT 2026-04-08T11:25:42Z 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/123456789/145100 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