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MAEL100
The Educational Leader
This unit will serve as an introduction to the topic of educational leadership and management. It is envisaged to give the participants a general background to the field of leadership and set the pace for the other modules that will ensue.
By the end of this programme, participants should be able to:
a. Systematically understand the meaning of leadership and management within an Educational context;
b. Critically Understand the various leadership styles and how these can be applied in different circumstances, with special reference to the Educational context in Malta;
c. Acquire knowledge on the skills needed to lead a professional learning community and even a team of educational leaders;
d. Comprehensively identify communication and other intra and interpersonal skills required for effective and efficient leadership;
e. Identify and oversee the implementation of the National Curriculum Framework and/or any other relevant policy in place;
f. Devise and determine the role of mentoring.
a. Comprehensively understand the notion of leadership within an Educational context;
b. Demonstrate critical awareness and application of different styles of leadership to the Educational setting;
c. Critically evaluate methodologies of how a training needs analysis is performed;
d. Develop a positive attitude towards realistic and diverse scenarios within today’s educational organisations.
a. Critically Identify and evaluate theories of leadership and management as applied within an educational organisation;
b. Critically appraise different types of leadership and their application;
c. Implement a needs analysis exercise;
d. Adopt the right communication tools and skills for maximum results;
e. Explore possible ways of being a proactive forward-looking educational leader
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.
1. Alvesson, M., Blom, M. & Sveningsson, S. (2017); Reflexive leadership Sage; London.
2. Bush, T. & Bell, L. Eds. (2006); The Principles and Practice of Educational Management; Paul Chapman Publishing, London
3. Pedro Marques Quinteiro, P.; Passos, A. and Curral; L. (2016); “Thought self-leadership and effectiveness in self-management teams” in Leadership, Vol 12 (1) pp 110-126.
4. Farrugia, C.J.; (2007) “The rewards and tribulations of senior education managers in small states. In Education, Society and Leadership”. In the 25th Anniversary Volume, Faculty of Education, University of Malta, edited by Darmanin M. and Mayo, P pp. 210–216. Allied Publishers, Malta
1. Bush, T. (2017); “The enduring power of transformational leadership” in Educational Management Administration and Leadership, Vol 45 (4) pp 563-565) July 2017
2. Chapman, B. & Sisodia, R. (2015); Everybody Matters; Penguin, New York.
3. Mayo, P. (2008); “Editorial: Comparative and international perspectives on education in small states” in Comparative Education, Vol. 44(2), May 2008 pp. 121-124
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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