Primary school teachers’ perceptions of the leadership role of the assistant head in Malta

Abstract

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.