/library/oar/handle/123456789/85593 2025-11-14T11:17:33Z /library/oar/handle/123456789/133340 Title: Views about co-education and single-sex education in Maltese primary schools Abstract: The goal of the study is to investigate how educators, school leaders and students feel about integrating boys and girls from single-sex schools into co-educational settings. Its main objective is to perform a comprehensive analysis by contrasting and comparing coeducational and single-sex systems, with an emphasis on the perspectives of the participating students and teachers. In order to provide new perspectives on the continuing discussion surrounding education reform, the study explores the ways in which these two categories of educational environments affect instructional strategies and student experiences. The goal of the research is to offer a comprehensive understanding of the complexities that each system presents by analysing the advantages and disadvantages of coeducational and single-sex education. In contrast to single-sex education, which places students of the same gender in segregated settings, it investigates whether co-education promotes better social and academic outcomes. The disparate effects of these systems on teacher effectiveness, classroom dynamics, and student development will be clarified by this comparison. Additionally, the study looks into whether educators and school leaders support cooperative projects that teach boys and girls how to work together before making the full transition to a co-educational setting. By bridging the gap between co-education and single-sex education, these projects assist students in gradually adjusting to the new learning environment. Furthermore, the study intends to collect views regarding the short-term integration (such as a term) of students from single-sex schools into co-educational environments. In order to provide important insights into the best strategies for integrating boys and girls in academic settings, this component of the study will evaluate whether brief exposure to a mixed-gender learning environment can have a positive impact on the long-term success of full co-education transitions. Description: M.A.(Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/133339 Title: The role of lay chaplaincy in catholic schools : a case study approach in a Maltese church school Abstract: Church schools in Malta have always had a strong presence of religious members of different congregations running them and promoting their ethos. However, in the past two decades, the presence of religious people amongst the staff of Church schools has diminished. In recent years, several Church schools have felt the need for the employment of a lay School Chaplain. This dissertation examines how a full-time lay School Chaplain helps the School’s Leadership Team in providing spiritual and pastoral care for the staff and students. It also looks at how the School Chaplain is helping to promote the school ethos amongst all members of the school community. The researcher presents the perceptions the different stakeholders within the school community have of the School Chaplain. The researcher shows how the School Chaplain is providing a bridge between the academic and the pastoral dimensions of the school life while ensuring that the ethos is not just a set of values presented in the school’s mission statement but a way of living the daily experiences in the school community. Description: M.A.(Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/133337 Title: Beauty from ashes : the contribution of the restorative leader in a school community Abstract: This study examines how Maltese Church Schools are dealing with conflicts and behaviour issues, exploring leaders’ balance of empathy and discipline in managing challenging behaviour. Although punitive and retributive approaches are still being used in schools, this research investigates the presence and impact of restorative practices, whether recognized or unrecognized, within these schools. Through thematic analysis of semi-structured interviews with eight school leaders, the study reveals current disciplinary methods, the subtle incorporation of restorative practices, and what is required for a whole-school restorative approach. The findings indicate that while leaders were unfamiliar with the term “Restorative Justice,” their actions align closely with restorative principles and values which resonate with Catholic teachings already promoted in Church Schools. By highlighting the limitations of punitive methods and showcasing the transformative potential of restorative strategies, this research encourages educators to foster environments that prioritize healthy relationships and holistic growth. This approach allows students not only to discern right from wrong but also to engage with conflicts constructively, fostering resilience and empathy. Leaders and educators, particularly within Church Schools, are called to embody the restorative role of the “Biblical Potter,” becoming essential catalysts in picking up the broken pieces of their students’ stories and lead them to restoration. Schools that adopt restorative practices promise safer, more supportive environments, equipping students with essential social and emotional skills that support both academic and personal development. Description: M.A.(Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/133334 Title: A school behaviour policy that bears witness to Gospel values Abstract: This study examines the alignment of behaviour policies in three Catholic primary schools with Gospel values, highlighting its importance for moral and academic development in faith-based education. Using qualitative methods—interviews with school leaders, focus groups with parents, and policy analysis—the research reveals a shared commitment to principles like compassion and respect, yet notes significant differences in their implementation. School A focuses on fairness and equity, School B emphasises relational and character-building approaches, and School C employs a structured, rule-based framework. Despite these distinctions, the study reveals that parental involvement and student input are frequently underutilized, highlighting missed opportunities to enhance democratic engagement. Additionally, external factors such as family dynamics and technology emerge as critical influences that warrant more comprehensive consideration. The findings underscore the continued need for behaviour policies that truly integrate Gospel values through restorative practices, while addressing gaps in policy implementation and stakeholder communication. The dissertation recommends standardized behaviour frameworks and enhanced engagement strategies to improve inclusivity and effectiveness. This research contributes to behaviour management by merging ethical principles with practical strategies relevant to faith-based and secular educational contexts Description: M.A.(Melit.) 2025-01-01T00:00:00Z