Religious diversity in Maltese primary schools

Abstract

This dissertation explores the intricate terrain of religious diversity in Maltese primary schools, focusing particularly on the crucial function that school leaders play in creating a welcoming atmosphere. It looks at how ready school leaders are to work with students from different religious backgrounds and how equal the religious options are for both Catholic and non-Catholic students. This research explores the potential and difficulties associated with fostering religious inclusiveness and emphasises the critical role that school leaders play as change agents. This study used a mixed-methods approach and was conducted in two primary schools in Malta, one state-funded (School1) and the other church-affiliated (School2). To gain a full understanding of the current situation, qualitative interviews with school leaders were performed, as well as quantitative surveys with both teachers and students. The findings emphasise the essential role of school leaders in handling religious diversity. While School1 strives to integrate its diverse student body, the Head’s lack of formal training exacerbates the difficulty in accommodating non-Catholic students. Despite efforts to include teachings on many religions, School2, which has a suitably educated Head, confronts its own challenges in helping non-Catholic students during Religion lessons. The majority of teachers in both institutions report feelings of inadequacy in meeting the needs of non-Catholic students, indicating a critical need for further training and assistance. The student surveys from School1 and School2 emphasise the significance of inclusion, acknowledging various religious views, and addressing unequal treatment. Despite limitations in sample size and school specialisation, this study gives insight on the larger necessity of promoting religious inclusion in Maltese primary education. Finally, this study demonstrates the critical role of school leaders as change agents in fostering religious diversity. By promoting continuing dialogue, collaboration, and professional development, school leaders can create environments where students feel respected and empowered to thrive regardless of their religious background.