Educational leadership for twenty‐first century Malta: breaking the bonds of dependency

Abstract

Educational leadership in Malta is currently undergoing a radical transformation at both systems and school level. The Maltese education authorities are delegating a number of responsibilities to the school site. Argues that whilst creating the self‐managing school is the way forward to improve the quality of education there is doubt as to what leadership model, if any, central authorities are trying to institutionalise at both systems and school level. It is argued that central authorities need to project a clear vision which will help schools establish a professional culture which offers choice, opportunity, authority and responsibility. Whilst the changes that await us call for both adaptive and technical challenges, a claim is made for a focus on the human side of management. Highlights the importance of principle‐centred leadership, a leadership which finds its source in the intellect, heart, mind and souls of individuals and one which is sustained through meaningful relationships. Leaders need to be given opportunities to develop as persons with special focus on areas such as learning, values, creativity and collegiality.

Creation of a knowledge city in educational institutions: a model for promoting teachers' collective capacity building

“…The educational context is predominantly alien to solidarity and collaborative work practices, in the face of a long, historical legacy of 'top-down' administration, departmentalisation, balkanisation and fragmentation of teachers' subject communities (Fullan, 1993;Bezzina, 2000;Giles and Hargreaves, 2002). Thus, establishing a professional learning community based on collective identity and capacity is, indeed, a remarkable challenge, to say the least.…”

KEPEMIMPINAN UNGGUL KEPALA SEKOLAH DASAR DAERAH TERPENCIL (Studi Multisitus pada Sekolah Dasar di Kabupaten Bondowoso)

“…Kepemimpinan kolegial mendorong ketahanan organisasi secara berkepanjangan. Menurut Bezzina (2000), setidaknya terdapat 4 alasan perlunya keterlibatan staf dalam organisasi, antara lain: 1) hak prerogatif pimpinan tidak lebih penting daripada keterlibatan semua anggota, 2) setiap orang pada dasarnya ingin dilibatkan dalam setiap usaha menghadapi setiap tantangan perubahan, 3) transformasi nilai-nilai manajerial dan kepemimpinan kepada semua anggota akan menguatkan kemampuan untuk menghadapi tantangan perubahan organisasi, dan 4) kepemilikan bersama.…”

“…Berkaitan dengan hal tersebut, beberapa riset kepemimpinan dalam konteks dan budaya yang berbeda pada beberapa dasawarsa menyimpulkan bahwa nilai-nilai kejujuran, integritas, keberpihakan pada kebenaran, dan keterlibatan mendalam secara emosional dan personal pada seluruh personel organisasi dipandang sebagai penentu utama bagi keberhasilan praktik kepemimpinan suatu organisasi (Bezzina, 2000;Brown & Posner, 2001;Swanson, 2010). Kerinduan atas sajian autentik tentang nilainilai integritas dan kebenaran yang menghargai variasi konteks dan budaya oleh keseluruhan sumber daya organisasi adalah fakta dan harus diperjuangkan dan ditampakkan (Bhindi & Duignan, 1997;Juharyanto, 2012).…”

Designing an Indonesian Leadership Training Program: Reflections upon Decisions Made

“…Mellahi (2000) takes this one step further in relation to training programs in Asian countries where the norm in the past has been towards an authoritative leadership style, suggesting that such leadership programs must factor in personal development, which assists the participant in dealing with significant behavioural change. This concept is also reinforced by Bezzina (2000) who claims that it is crucial in offering programs to assist participants in their move from a mode of sole leadership towards participative leadership, to help break down former behavioural patterns.…”