Engaging with Centralised Policy Initiatives: The Malta Experience

Autor/in	Bezzina, Christopher
Titel	Engaging with Centralised Policy Initiatives: The Malta Experience
Quelle	In: Journal of Educational Administration and History, 51 (2019) 4, S.369-380 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2019.1605343
Schlagwörter	Foreign Countries; Educational Policy; Governance; Educational Change; Centralization; Power Structure; Principals; College Presidents; Elementary Schools; Secondary Schools; Kindergarten; Elementary School Teachers; Secondary School Teachers; Educational Administration; Malta + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsreform; Centralisation; Zentralisierung; Principal; Schulleiter; College president; Hochschulpräsident; Elementary school; Grundschule; Volksschule; Sekundarschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungsverwaltung; Schuladministration; Schulverwaltung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01