Identifying and addressing the stressors that arise in the daily scenarios of assistant heads of primary state schools in Malta

Abstract

The main aim of this study is to generate new knowledge and insight on the sources of stress of Assistant Heads in primary schools. Few studies investigated this subject, and this inspired the researcher to look into the matter to address the shortcomings in literature. This study aims to investigate and enhance awareness on works stress amongst AHs, and the coping strategies they use on a daily basis to support their well-being. The additional aims of this study are to assist the educational sector by creating awareness about holistic well-being, informing policy with regards to the well-being of AHs, and by providing practical methods for continuous professional development. Moreover, this research suggests redefining the role and duties of AHs in Maltese primary schools to reflect the nuanced nature of the role as a middle manager. The study presents four research questions and adopts a qualitative approach. A Design-Based Research (DBR) is selected as the method to bridge theory and practice. The methods of data gathering used are semi-structured, one-to-one interviews, as well as the design and implementation of a well-being workshop. Consequently, a feedback form on the workshop provides more data on the topic. Thematic Analysis is used to generate Major Themes from the findings. These themes include: (i) Relationships, (ii) Role-overload and ambiguity, (iii) AH well-being strategies, (iv) The Way forward, (v) Well-being workshop, and (vi) Mindfulness. AHs experience critical stressful situations at work. Therefore, this research suggests that a well-being policy should be introduced to target AHs. This should include a support system where continuous professional development for AHs is enhanced.