TY  - JOUR
AB  - As demand for school reform have grown in Malta in recent years we have noticed increased focus being given to quality issues. As a result the education authorities, due to two main policy initiatives – the introduction of the National Minimum curriculum and school development planning – are encouraging a decentralised form of governance that emphasises the empowerment of teachers in educational decision‐making. The road towards increased collaboration amongst teachers and between schools in which they work, has been a long, arduous and tortuous journey, yet it can also be a vehicle for positive change and development. This paper explores a theoretical rationale for a teacher led approach to school improvement. It then explores the initial collaboration between the author and one local school. It presents the main findings of a strategic analysis undertaken to understand the current situation facing the school. This case study helps to highlight the importance and positive effects behind capacity building and shared leadership. It is argued that this case study can serve as an example to establish higher education and school partnerships and the introduction of a school‐based accreditation scheme.
VL  - 18
IS  - 7
SN  - 0951-354X
DO  - 10.1108/09513540410563158
UR  - https://doi.org/10.1108/09513540410563158
AU  - Bezzina Christopher
PY  - 2004
Y1  - 2004/01/01
TI  - Towards the learning community: a Maltese experience
T2  - International Journal of Educational Management
PB  - Emerald Group Publishing Limited
SP  - 446
EP  - 454
Y2  - 2024/04/24
ER  -