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Teaching And Learning

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

The Provision for Autistic Learners in Primary Schools in Malta: A SWOT Analysis of Teaching and Learning

This paper presents the findings of one of the themes explored in a study which aimed to identify the strengths, weaknesses, opportunities, and threats (SWOTs) related to three key themes within support for autistic learners in Maltese primary schools: teaching and learning, collaboration with parents, and educator training. Using the Ecology of Inclusive Education Framework proposed by Anderson, Boyle, and Deppeler (2014), which reconceptualises Bronfenbrenner’s Ecological Systems Framework for the field of inclusion, this paper presents the SWOT analysis of the theme ‘teaching and learning. Data was collected through a sequential explanatory research design that combined quantitative and qualitative approaches. The sample included educators working in primary schools across Malta. Findings highlight instructional adaptations, including visual supports, digital tools, and peer preparation programs, as strengths of the provision. However, weaknesses include a lack of resources, overcrowded and sensory-overstimulating classrooms, and limited teacher involvement in developing adaptations due to inadequate training. Opportunities are framed around creating quiet spaces and fostering collaboration with external specialists. Threats involve uncertainty regarding the implementation of inclusion policies and inconsistent practices. Overall, the findings underscore the importance of ecologically informed strategies that prioritise training, resources, and physical interventions to enhance inclusive teaching practices and foster meaningful participation for autistic learners.