Exploring the Relationship Between School Autonomy and School Responsiveness as Perceived by Heads of Primary Schools in Malta
DOI:
https://doi.org/10.62695/OYDR9981Keywords:
School Autonomy, School Responsiveness, Professional Autonomy, Mixed Methods ResearchAbstract
This paper presents the outcomes of a research study on the perspective of Heads of primary schools in Malta about the relationship between school autonomy and school responsiveness. Knowing whether, and how, school autonomy is related to school responsiveness can provide a key to action for improvement in the Maltese education system. A mixed methods approach allowed the collection and analysis of data from a relatively large proportion of the target population and its interpretation through the participation of a sample from the same population. Most Heads were found to believe that greater school autonomy, especially in the curriculum and instruction domain, would help increase responsiveness. Most were also personally in favour of increased autonomy, especially in the mentioned domain. Acknowledging the complexity of the subject matter, the paper suggests an iterative approach to change that prioritises the professional autonomy of school-based educators as the guiding principle.
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