Exploring leadership within a multicultural primary school

Abstract

Genuine inclusion and multiculturalism can harness the powerful educational potential and cultural richness of diversity. This study sought to examine whether the heads of school who run schools who are becoming increasingly multicultural in Malta and Gozo, practise a transformational leadership style which can radically change the school culture and ethos, so that all students and parents start to accept and respect each other, and study and play in harmony. Data was collected through semi-structured interviews with two heads of schools and a number of teachers working in one of these schools. The schools chosen had a sizeable number of foreign students. The data was then analysed using qualitative data analysis since this was deemed the most appropriate to investigate how the heads and teachers constructed their own meaning of the nature and quality of the educational services they were delivering, how these participants perceived the notions of inclusion and multiculturalism and whether participating heads and teachers were creating a congenial school environment that provided fertile ground of acceptance and inclusion. Data was collected through audio recordings, was later transcribed and analysed through thematic analysis. A key finding was the emphasis made by both heads of the need to help and support local and foreign students and their parents to accept and celebrate diversity in a multicultural school. Another finding was that both heads had a limited understanding of inclusion and multiculturalism. They generally spoke of a limited definition of integration falling short of guiding their understanding and practice through inclusive principles and a delicate balance between respect for local culture and the preservation of other cultures. The study also concluded that several participating teachers were very enthusiastic and creative in adopting a plethora of activities that are intended to promote inclusion and multiculturalism. However, most participating teachers felt that whole school activities and events hindered their attempts to carry out inclusion-promoting classroom activities. Another major finding is that heads of school acknowledged their dependence on the full support of the teachers to realise their vision of multiculturalism. Besides, the transformation of schools into multicultural learning centres of innovation and inclusion has to be nurtured in the classroom. In light of this key finding, a vital recommendation is that the heads give full support to teachers and inspire them to go the extra mile on the long and winding road to genuine inclusion.