The role of the head of school in supporting teacher leadership in Maltese secondary state schools

Abstract

This particular study examined the role of the Head of School in building teacher leadership capability as a potential instrument to be used in meeting school improvement and development goals. Two secondary State schools located in Malta and Gozo respectively were deliberately chosen as the focus of this study for two specific reasons. First and foremost, the author of this study has a State school background, having always attended different primary and secondary State schools in his childhood years. Furthermore, after graduating as a teacher from the University of Malta in 2004, the author has always worked in various secondary State schools located around the Maltese Islands and he still works as a teacher in a Gozitan secondary State school till date. A second reason that justifies the choice of secondary State schools as the focus of this specific study lies in the fact that from a local point of view, it seems that the demands to produce 21st century learners are mostly felt at the secondary State school level. In this scenario, therefore, if secondary school Heads want to attain reform expectations, they will undoubtedly be most victorious if they can successfully exploit the knowledge and expertise of those teachers that already work in their own schools. For the purpose of this dissertation, existing literature concerning teacher leadership and Head of School leadership in relation to developing, forging, supporting and encouraging teacher leadership, building leadership capability, and also distributing leadership was reviewed and evaluated. Interviews conducted with two Heads of School and two formal teacher leaders (Heads of Departments – HODs) in two different secondary State schools located in Malta and Gozo respectively, supplied crucial data that eventually informed this study. Both teacher leaders’ and Head of Schools’ perceptions and viewpoints were captured and subsequently analyzed. The interviews that the researcher carried out with the four participants in question served to feel the pulse of both teacher leaders and their respective Heads of School on the role of the Head of School in supporting teacher leadership and building capability in Maltese secondary State schools. The analysis revealed the following seven themes: continuous teacher support, relationships and relationship building, empowerment, culture of collaboration, professional development (PD), school vision and challenges. Among other things, the study in question reinforced the belief that Heads of School are responsible for generating a culture of teacher leadership and they are using numerous tools to build leadership capability.