Teachers' autonomy in primary schools in Malta

Abstract

Maltese teachers have lately been recognised as professionals, through the 1988 Education Act. Professionalism is not just a title or a gift, it implies a high intellectual mastering of the theory and a high operational level in the execution of their work. Both teachers and their heads together with the administrative branch must recognise that professional status implies a high degree of occupational autonomy. Thus together they must work towards establishing opportunities which help them to participate more effectively in curriculum selection and implementation. It would provide them with the opportunities of taking decisions autonomously. The study starts with various definitions of autonomy and the autonomous person (Kant, Dearden, Dewey). This is then followed by a general overview of autonomy within classroom practice and some of its shortcomings. A sample of all the teachers in six State schools, three Independent schools and three Church schools took part in a survey on teachers' autonomy. The heads of these schools together with some teachers were also interviewed. Lack of professional autonomy among teachers and heads, especially in the State schools, has been proved. State school teachers and heads are lagging behind in professional autonomy.