/library/oar/handle/123456789/1711 2025-11-06T01:06:58Z /library/oar/handle/123456789/140606 Title: A study of employees’ perception of the need for a stress management programme at the place of work in Malta Abstract: This study explores how employees perceive the necessity of structured stress management programmes across diverse workplace sectors in Malta. Amid rising concerns over work-related stress and its adverse impact on employee well-being and organisational productivity, the research investigates how government, catering, and health workers experience stress and evaluate existing support systems. Guided by three research questions, the study examines perceptions of stress management, organisational readiness for intervention, and factors influencing long-term sustainability. A qualitative case study approach was adopted, with data gathered through three sector-specific focus groups comprising 6-8 participants each. Thematic analysis revealed common issues, including a lack of managerial support, role ambiguity, emotional exhaustion, and limited formal interventions. Findings indicate a broad demand for culturally sensitive, accessible, and sustained stress management measures. Barriers such as stigma, insufficient organisational commitment, and constrained resources were also identified. The study recommends integrating participatory approaches, leadership-driven mental health policies, and context-specific strategies aligned with Maltese workplace dynamics. This dissertation contributes to the growing literature advocating for comprehensive and culturally relevant stress management programmes that balance individual care with organisational accountability. Description: B.A. (Hons)(Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/140605 Title: Higher education teachers' perceptions of online teaching at MCAST : affordances and challenges Abstract: Considering the rise of online courses worldwide in the past two decades in addition to the Emergency Remote Teaching (ERT) experiences during the Covid-19 pandemic years, this study explores online teaching (OT) through educators’ perceptions. By prioritising Higher Education (HE) lecturers’ voices this inductive study aimed to uncover their broader outlook on OT including its place in the future HE landscape, their viewpoints on the affordances and challenges encountered and how these impact the students’ learning and teacher’s teaching. Participants constituted educators teaching at Level 5 or higher at a local Further and Higher Education Institution (FHEI), the Malta College of Arts, Science and Technology (MCAST). The study addresses a knowledge gap in the local HE scene, concurrently empowering educators by valuing their outlook, enhancing their expertise and consequently that of students. In doing this the researcher implemented a qualitative study involving 12 participants who selfenrolled to participate in the research. Data collection took the form of individual, semistructured interviews, the strength of which lies in the rich data they yield. Interview transcriptions were later analysed using a thematic analysis (TA) technique. The research uncovered three overarching themes, mainly Technology-, Pedagogy- and Human-related aspects of OT, with multiple sub-themes in answer to the three research questions (RQs). The results illustrate a complex web of both positive and negative perceptions of OT, concurrently an acknowledgment of OT’s growing place in HE, the possible move to blended learning as the mainstream teaching modality and a need for upskilling. The need for institutional support is key, not least in the provision of Continuous Professional Development (CPD), which comes through the research participants’ own recommendations for training in technological and pedagogical aspects of OT. The study also conveys possibilities for future research about OT, which apart from extending this narrative, can further explore novel aspects such as the vocational element and learning difficulties in OT. Description: M.A.(Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/140501 Title: A comparative exploration of lecturers' attitudes towards generative AI in teacher education Abstract: This study employs a comparative action research approach to explore lecturers’ knowledge, attitudes and perceptions of integrating Generative Artificial Intelligence (GenAI) in teacher education at the University of Malta. Through pre-and-post semi structured interviews and informative interventions the researcher assesses shifts in discourse, perceptions and the willingness of lecturers towards GenAI integration. This study reveals how lecturers envision integrating GenAI into teacher education, including any evolution of this vision following the GenAI intervention, and compares the lecturers’ discourse, attitudes, expectations, concerns, and perceived benefits of GenAI with those encountered in international studies. This research utilises custom Generative Pre-trained Transformers (GPTs), which are specialised GenAI models trained on a custom body of knowledge that could generate a varied range of desired outputs. Part of this study involved participants contributing to the design and testing of their own tailor-made GPTs. Findings reveal that participants initially expressed a mix of curiosity and apprehension, citing wonder, promise, ethical concerns, fear of manipulation and mistrust, with ambivalence being the dominant stance. In the postintervention phase participants underwent a positive yet balanced shift in perception, attitudes, and confidence, expressing the need for curriculum and assessment redesign. This phase saw an increased inclination to integrate GenAI tools, highlighting the significance of tailored exposure, training, reflection, and individualised support. This study seeks to contribute to the broader academic discourse on GenAI in teacher education, offering insights into effective strategies for curriculum development and pedagogical approaches in an increasingly AI-integrated world. Description: M.A. CEMES (Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/140295 Title: Approaches to early literacy and learning : a comparative study of the beliefs and practices of novice and experienced teachers in Malta Abstract: This study investigates the beliefs and instructional practices of novice and experienced early years teachers teaching Year 1 and Year 2 in Maltese primary schools. Ten participants teaching in schools from the three school sectors shared their insights on literacy education, particularly the teaching of reading in English. A qualitative research methodology, incorporating an online questionnaire, lesson observations, and semi-structured interviews, facilitated a comparative analysis between the two teacher groups. Framed by cognitive and sociocultural theories of literacy development within a constructivist-interpretive paradigm, the research explores the alignment between early years teachers’ stated beliefs and classroom practices, and how teaching experience shapes these dynamics. The findings indicate that both novice and experienced teachers prioritise fostering a love for reading and advocate for a balanced approach, integrating phonics and whole-language methods. However, rigid curricular mandates and institutional policies often constrain teachers’ ability to address diverse classroom needs. This highlights the necessity for greater flexibility in schools, enabling teachers to adapt instructional methods to support student learning better. Additionally, the study emphasises the pivotal role of school leadership and literacy support services in fostering professional growth. It underscores the need for targeted teacher training in literacy instruction and continuous professional development that bridges theoretical knowledge and practical application. Despite its small scale, the study provides valuable insights into the early literacy practices in Malta and underscores the importance of adapting instructional approaches to enhance literacy outcomes for young learners. Description: M.A. CEMES (Melit.) 2025-01-01T00:00:00Z