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Teachers Perceptions

Volume 13-Issue 2: December 2019

Perceptions of Assessment among Teachers of English in Church Schools

This research paper attempts to create a snapshot of the perceptions of assessment among teachers of English within Church secondary schools. The aim was to bring forth the teachers’ opinions about assessment as they experience the myriad changes that are affecting education now. It also seeks to give an overview of what assessment procedures were in place before the reform, and if any changes were made, what were they. Data was collected using an online questionnaire made up of multiple-choice items amd items on a 4-point Likert scale. The research found that many teachers still view examinations as being useful in this day and age, but that diversifying continuous assessment is the way forward. However, they do not think that stress will be alleviated with the new proposals being proposed. Teachers in Church schools feel that they are not ready for these changes, nor are their students or their parents. Thus, there is a clear demand for support and professional development sessions to be provided by the Secretariat for Catholic Education (SfCE).
Volume 17-Issue 1: June 2023

Primary School Teachers’ Perceptions of the Leadership Role of the Assistant Head in Malta

This study explores teachers’ perceptions of the leadership role of assistant heads in primary schools in Malta. It draws on teachers’ voice to shed light on the intentional role that assistant heads have in supporting staff and cultivating co-learning relationships. Carried out during a period of ongoing reform in Malta, this research adopts a qualitative design within a constructivist epistemology. A web-based survey taken up by 130 teachers was then followed by three one-to-one in-depth interviews. Data analysis included manual coding following a thematic analysis approach. Findings suggest that teachers recognise the assistant head: (1) as an instructional leader providing educational and emotional support and (2) as a critical friend that engages in dialogue, listens and cares. We conclude that the contemporary assistant head may act as catalyst to support and inspire teachers towards self and school improvement by undertaking deliberate steps that include intentional self-development, leading visibly, reverent listening, purposeful dialogue, care for the wellbeing of those who experience their leadership, and supporting a collaborative work culture.
Volume 19-Issue 2: December 2025

Inclusive Education in Malta: Exploring Primary Teachers’ Perceptions on Including Students with Autism in Maltese Mainstream Classrooms

Mainstream schools are experiencing a surge in the enrollment of students with diverse needs. This increase places additional demands and responsibilities on teachers, who are required to respond to these needs and ensure these students’ successful inclusion in all aspects of school life. This article draws on findings from a larger explanatory sequential mixed-methods study to critically examine how Maltese primary school teachers perceive inclusive education, with a particular focus on including students with autism in mainstream classrooms.

The broader study involved one hundred ninety-eight Maltese primary teachers, who completed semi-structured questionnaires, followed by in-depth interviews with ten volunteer participants. While most participants expressed generally favourable perceptions towards inclusion, the implementation of inclusive practices remains inconsistent. Reservations regarding inclusion became more pronounced when involving students with low-functioning autism. Many teachers reported feeling inadequately supported, unprepared, and overwhelmed when teaching these students, underscoring the need to reconceptualise inclusion not merely as a question of physical placement but as a commitment to inclusive practice.

The study concludes that while positive perceptions are vital, support from Senior Leadership Teams, adequate resources, a reconsideration of current practices, and flexible curricula are fundamental to turning genuine inclusive education into a lived reality for all students, including those with autism.