Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/96105
Title: Headship qualities which lead to an effective school
Authors: Galea, Elizabeth (2005)
Lombardo, Pauline (2005)
Keywords: Education, Primary -- Malta
State departments of education -- Malta
Church schools -- Malta
Private schools -- Malta
School principals -- Malta
Teachers -- Malta
School management and organization -- Malta
Issue Date: 2005
Citation: Galea, E., & Lombardo, P. (2005). Headship qualities which lead to an effective school (Diploma long essay).
Abstract: Aspects of effectiveness of three primary schools, a state school, a church school and an independent school, were investigated. The state school was referred to as School W for Primary A while Primary B was referred to as School X. The church school was referred to as School Y and the independent school was referred to as School Z. For this purpose a structured questionnaire was administered to 4 Heads, 6 Deputy Heads and 49 teachers. Interviewed Heads and Deputy Heads also helped to gather feedback about school effectiveness. The schools' effectiveness focused mainly on leadership styles, vision, delegation, Deputy Heads' role, discipline, communication and school development plan. The information gathered showed a large measure of concordance in the response of Heads, Deputy Heads and teachers. In fact where Heads used more a democratic leadership style than autocratic, Deputy Heads and teachers felt more involved in decision making and other activities and communication network was very open. In the school where the Head used a more autocratic style, the Deputy Heads and teachers did not feel a sense of 'ownership' resulting in an unhealthy relationship. The analysis of results indicates that leadership was important: the Heads should know when to consult and when to 'get on and do something'. The role of the Deputy Head was vital, if sometimes unglamorous and staffs sense of 'ownership' of the school was significant. Good communication skills and collegiality amongst all members was important. All this could not be achieved if Heads did not have a clear vision which staff could own too. If everyone knew exactly were to head and what was expected from them school effectiveness would lead to an Ideal School. Other factors included the involvement of parents and students in ways that gave them a feeling of genuine partnership and confidence in the school, of being made welcome to meet staff.
Description: Dip.(MELIT)
URI: https://www.um.edu.mt/library/oar/handle/123456789/96105
Appears in Collections:Dissertations - FacEdu - 1953-2007

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