In this dissertation, an attempt was made to discuss the comments by headteachers in Malta and Gozo on various aspects of their professional work-life in order to determine the difficulties and challenges confronting Maltese secondary school headteachers. This was done through a perusal of literature focusing on this context and by conducting a study. The target group identified were all secondary school heads in the Maltese context: State and Non-State. Through questionnaire surveys, the study explored the challenges Maltese headteachers face, namely subjected to numerous educational reforms with a focus on decentralisation and the implementation of the National Minimum Curriculum generated by social, political, cultural, and economical changes in society that are creating many problems for teachers, administrations, public officials and parents. These challenges are tested against four demographic variables: gender of headteachers, age group of headteachers, school type and gender of students. After analysing the feedback obtained by using an SPSS package, it was evident that headteachers working in Non-State schools found it less difficult to deal with the school system and schooling than those working in State schools. Headteachers between the ages of ‘30-50’ found it less difficult than those who were between ‘51-65’ years of age when dealing with school related problems. Moreover, the results obtained also show that headteachers working in Boys’ Junior Lyceum schools are confronted with more challenging issues than those working in Girls’ Junior Lyceum ones. Thus, these challenges show the importance for the Maltese secondary school headteachers to possess the headship qualities that are fundamental in catering for all of the Maltese educational needs; being internal, external, staff related and the serious difficulties headteachers encounter within school systems.

B. Ed. (Hons.)
May 2004

Keywords:

HEADTEACHERS
EDUCATIONAL REFORM
SCHOOL MANAGEMENT