The importance of the Head's vision in the running of the schools

Abstract

The study aims to examine the effects of vision on the management of state primary schools in Malta. It centres on the head of school as well as upon the relationships which are built around this position with all the school's stakeholders - the pupils, the teachers, the ancillary staff, the parents and the wider community. The study employs four case sh1dies, in which vision plays a different role or no role at all. One case study deals with a school with no vision, another with a school with no shared vision, the third school has just started working on vision, while the fourth has an established vision. These case studies are placed along a continuum, between the model of a school without vision and that of a school having a vision. The study throws light on the head of school's preparation for headship within the parameters offered by the Education Division - Malta Union of Teachers Agreements. It also considers how the head of school's vision affects delegation, collegiality, participation and evaluation of work done at school, as well as the types of empowerment which the staff, in general, is offered. It comments on the relationship between schools with the Local Councils and on how the schools are being affected by management by teams.