Award in Effective Educational Leadership in Multicultural Schools

MQF Level: 7

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16


Course Description

Given the multiplicity of ethnic diversities in schools today there is an impending need for appropriately trained school administrators, who play a vital role in promoting inclusive educational practices. Such practices are rooted in values of social justice, which Murphy (2003) highlights as the “new anchor in educational administration.” The scope behind the module is to take an in-depth view of the current strategies being employed, what is the driving force behind these strategies and examine ways in which they can be improved

Entry Requirements

Applicants interested in following this programme are to be in possession of a Bachelor’s degree (MQF 6 with a minimum of 180 ECTS) in addition to five years teaching experience.  

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) Utilize dimensions of cultures as an integral part of their planning;
b) Elicit the perspectives held by Senior Management Teams (SMTs) on issues related to their leadership of schools with substantial numbers of minority ethnic students;
c) Clarify the major priorities and associated effective practices employed by SMT members in leading multi-ethnic schools;
d) Recognize, manage, and effectively deal with ‘culture shock’ as experienced by students, parents and staff.


a) Apply basic knowledge about cultures into professional development sessions;
b) Apply theoretical knowledge to practical understanding of their surrounding cultures;
c) Demonstrate knowledge of major cultural systems such as the Arab-Islamic Culture, the Asian Culture and others;
d) Create bridges between cultures that facilitate instructional processes;
e) Plan for culturally inclusive schools.


a) Examine his/her multicultural attitudes and how these impinge on his/her daily decisions;
b) Understand why incorporating cultural frameworks is important in the work of a school leader;
c) Discuss with colleagues the importance of incorporating cultural aspects in various aspects of their work;
d) Understand the impact of different cultural systems on Education;
e) Interpret cultural symbols;
f) Compare cultural systems;
g) Discuss the tensions and challenges faced by the SMT Members as they attempt to exercise effective intercultural leadership;
h) Apply knowledge of cultural systems to assist colleagues, students and parents dealing with cultural incompatibilities;
i) Shift from one cultural frame of reference to another, mediate cultural incompatibilities;
j) Investigate how touch, personal space, eye contact, gestures and silence vary across cultures.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.


Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

1. Banks, J.A. and McGee Banks, C.A., (2013). Multicultural Education: Issues and Perspectives, 8th Edition. Wiley Publishers, ISBN: 978-1-118-54588-1
2. Darder, A (2012). Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students. USA: Paradigm Publications, ISBN 978-1-61205-070-6
3. Vassallo, B. (2012). Am I Culturally Competent? A study on Multicultural Teaching Competencies among School Teachers in Malta. The Journal of Multiculturalism in Education, 8.
4. Vassallo, B. (2008). Classroom Climate as perceived by Maltese and non-Maltese pupils in Malta, Malta Review of Educational Research 6(1), 80-97.
5. Vassallo, B. (2014). A Comparative Study of Multicultural Awareness among In-service School Teachers, International Journal of Learning, Teaching and Educational Research
6. 7(1), 1-22.
7. Vassallo, B. (2014). Bridging the Cultural Gap: Strategies for Multicultural Teaching and Learning in Malta. International Journal of Learning, Teaching and Educational Research, 7(1),
8. Vassallo, B. (2014). Dismantling the Walls of Jericho: Reinventing the IEP to Include Multiple Perspectives. International Journal of Learning, Teaching and Educational Research, 8(1), 31-45
9. Vassallo, B. (2015). Towards a Framework for Culturally Responsive Educational Leadership. International Journal of Learning, Teaching and Educational Research 12 (2), 107-120,
10. Vassallo B. (2016). Contextualizing Leadership in Multiethnic Schools: Perceptions, Roles and Way Forward. The Online Journal of New Horizons in Education, 6(3), 17-32.
11. Vassallo, B. (2016). School Leaders’ Perceptions on Intercultural Education, The Online Journal of New Horizons in Education, 6(4), 171-177

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