Leading intentionally : the human and educational responsibilities of an assistant head

Abstract

This thesis investigates the role of assistant heads in primary schools from all three sectors of the Maltese educational system. It explores how assistant heads dedicate their time at school to not merely be educational managers whose work ensures school efficiency, but who intentionally transform and empower themselves to gain competence, confidence and credibility to serve as educational leaders. This research draws on a constructivist epistemology and uses a mixed-methods data collection design to collect data from assistant heads and teachers. 39 assistant heads and 130 teachers participated in the quantitative strand while 3 assistant heads and 3 teachers participated in the qualitative part of the research. Findings, presented thematically to answer the research questions, contribute to knowledge of the daily realities, practices and priorities of assistant heads. Moreover, data shed light on how assistant heads enhance their leadership by developing a dual directional axis leadership. This kind of leadership focuses not only on efficiency, but also on using intentional strategies to develop relationships which influence the process of school improvement. Emanating from the findings, this thesis discusses how assistant heads may facilitate a school environment which supports teaching and learning through genuine and intentional commitment, conversations and collaboration. This is primarily done through an ongoing process of learning about themselves and understanding the interpersonal, communication and decision-making skills they require to act and develop as leaders. Secondly, these leaders focus on their ethical beliefs and how these beliefs are translated into ethical actions which enable them to serve as catalysts to motivate and empower others, whilst also paying attention to details every day.