This qualitative case study examines how leadership practices influence the implementation and sustainability of Montessori pedagogy in a primary church school on the island of Gozo, Malta. Grounded in the Leadership for Learning theory, the study explores how the school leader collaborates with Montessori consultants, allocates resources, and addresses contextual challenges within a traditionally structured education system (MacBeath & Dempster, 2008). Using semi-structured interviews with the Head of School and two Montessori experts, alongside school observations, the research investigates how leadership promotes fidelity to the Montessori philosophy while adapting to systemic constraints. Thematic analysis of the data reveals how leadership vision, professional development, stakeholder engagement, and infrastructural adaptation sustain child-centred educational change. By situating this case within a broader discourse on global educational reform, the study offers transferable insights for educators, school leaders, and policymakers seeking to adopt or adapt Montessori practices in diverse cultural and institutional contexts. The findings emphasise the role of servant and distributed leadership styles in supporting innovation, building collaborative capacity, and promoting holistic early childhood learning environments.

Authors:
Susanna Azzopardi, Institute for Education, Malta

About the Presenter(s)
Ms Susanna Azzopardi is a senior lecturer at the Institute for Education, Malta. She is currently pursuing a Professional Doctorate in Educational Leadership at the University of Malta to enhance her expertise in this field.

See this presentation on the full schedule – Tuesday Schedule

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