Curriculum leadership in times of change : a Maltese case study

Abstract

This study adopts a case study approach to explore curriculum leadership in a changing, educational context. The study aims to (i) understand how curriculum leadership functions are perceived and enacted locally; (ii) identify ways how such practices can be refined; and (iii) explore how proficient curriculum leadership actions can heighten effective curriculum development and renewal. This study draws on insider researcher methodology. Data was collected between June and November 2019, gathered through (i) semi-structured interviews with policymakers, college leaders and heads of school; (ii) focus group interviews with middle leaders and teachers; (iii) observations of meetings; and (iv) a review of the School Development Plan of participating schools. An inductive, thematic analytic approach was used for data analysis. The research findings advocate for a leadership for learning model as a vehicle for curriculum leadership. The study indicates that better resource provision, enhanced continuous professional development opportunities and increased shared governance can augment curriculum leadership practices. The development of expertise and the allocation of more time for collaboration can develop professional learning environments within which quality learning abounds.