Engaging with centralised policy initiatives: the Malta experience

ABSTRACT

Over the past two decades Malta has been witnessing wave after wave of reforms. Whilst official documents speak of the need for more decentralised forms of governance the reality shows otherwise. Data from a series of studies involving school leaders show that they still feel that a top-down approach is being adopted leaving limited space for distributed forms of governance. The issue of power and control remains a bone of contention with the centre identified as still determining college/school policies. In fact, what is being experienced can be described as policy-mandated collegiality. This paper presents findings of one such study. This study highlights the concern that heads feel towards the way reforms are being introduced and implemented; the constant reference to work overload and stress, the need for greater support at the personal and collective level, and the need to start letting go so that schools can take the initiative.

KEYWORDS:

• Governance
• educational reforms
• policy
• school leaders

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Christopher Bezzina has over 30 years experience in teaching, school leadership and lecturing in Malta, Sweden, Italy and internationally. His teaching and research interests include, governance, policy making, professional learning communities, principal evaluation standards, professional development of educational leaders, and internal and external audits.