CC Education Academy
Licensed as a Further and Higher Education Institution by the MFHEA
Licence no. 2022-019

The Programme

This programme prepares learners who want to take on leadership roles within educational organizations. So much so, it serves as part of the requirements to apply for the positions of Assistant Head or Head of School of the general education sector. On the other hand, prospective learners will be informed that the eligibility requirements for a Head of School in Malta often require that they are in possession of a Permanent Teachers Warrant amongst other criteria.

Course Content

Module 1: Educational Leadership Theories and Practices
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

The aim of this module is to create a clear understanding on the different leadership methods. The learners will delve into various leadership models, styles, and frameworks that influence effective school and organizational leadership. Learners will engage with classic and modern leadership theories, including transformational, transactional, distributive, and instructional leadership, examining their application in diverse educational contexts. The module also addresses the dynamic role of educational leaders in shaping school culture, driving instructional improvement, and fostering equitable learning environments.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Essay:
Learners will write a reflective essay on a specific leadership theory or concept, drawing on course readings, discussions, and personal experiences (30% of the module mark).
Presentation:
Learners will form groups and present a 15-20 minute presentation on a chosen leadership topic, incorporating research, case studies, and practical applications (25% of the module mark).
Case Study:
Learners will be given a case study related to educational leadership and will be asked to analyse the situation, identify key issues, and recommend potential solutions based on relevant leadership theories (30% of the module mark).
Forum participation:
will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).


Module 2: Fostering Mental Health and Well-Being in Educational Leadership
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

Learners will explore a range of topics, including the psychological impact of leadership practices, the identification and prevention of mental health issues in schools, and the implementation of well-being initiatives that support the entire educational community. Emphasis will be placed on understanding the specific mental health needs of children and young people, as well as the tools and strategies that leaders can employ to prevent mental illness and promote a culture of well-being.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Essay:
Learners will develop a comprehensive policy aimed at promoting mental health and well-being within their educational institution. This paper should outline the rationale, objectives, and implementation strategies for the policy, considering the specific needs of their school community (30% of the module mark).
Case Study:
Learners will analyze a case study related to mental health issues in schools, focusing on leadership responses and outcomes. The analysis should critically assess the effectiveness of the strategies employed and propose alternative approaches where necessary (30% of the module mark).
Presentation:
In pairs, learners will deliver a 15-minute presentation where they will present a proposal for a well-being initiative that could be implemented in their educational institution. The proposal should include an overview of the initiative, implementation steps, and a plan for evaluating its impact. This will be followed by a 10-minute Q&A session.
Forum participation:
Will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 3: Leading Change and Innovation in Education
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

The aim of this module is for learners to engage with contemporary research and case studies to understand the complexities and challenges associated with leading change in diverse educational environments. They will learn how to design and implement strategic plans, manage resistance, and utilize data-driven decision-making to support sustainable change initiatives. The module also focuses on the importance of cultural competence and stakeholder engagement in the process of educational transformation.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Essay:
Learners will write a research paper on a specific aspect of leading change and innovation, such as change management theories, resistance to change, or data-driven decision-making. This will assess pupils’ ability to conduct independent research, analyse complex literature, and synthesize findings related to leading change in education (30% of the module mark).
Project:
In groups, learners will develop a change management plan for a specific educational setting, addressing areas such as needs assessment, stakeholder analysis, implementation strategies, and evaluation (25% of the module mark).
Case Study:
Learners will be given a case study related to leading change in education and will be asked to analyze the situation, identify key issues, and recommend potential solutions based on relevant theories and practices (30% of the module mark).
Forum participation:
This will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 4: Policy, Politics and Educational Leadership
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

The aim of this module is to equip learners with an in-depth exploration of the complex interplay between policy, politics, and leadership in the field of education. It examines how educational policies are formulated, implemented, and influenced by political contexts and leadership actions. Learners will analyse the roles of governments in shaping educational policy and the impact of these policies on educational practice and outcomes. They will also explore the skills and strategies educational leaders need to effectively navigate political landscapes and advocate for equitable and effective education reforms.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Essay:
Learners will develop a comprehensive policy analysis paper focused on a specific educational policy, with an emphasis on practical application within the educational system, particularly in schools. This paper should critically examine the origins, development, and impact of the chosen policy, considering the political context in which it was formulated and implemented. Additionally, the paper should explore the role of educational leadership in shaping or responding to the policy and provide tangible, actionable strategies for implementing the policy in schools (30% of the module mark).
Presentation:
Learners will prepare and deliver a presentation advocating for a specific educational policy reform. The presentation should outline the key issues with the current policy, propose changes, and detail how educational leaders can advocate for these reforms within the political landscape (25% of the module mark).
Case Study:
Learners will select a real-world case study that illustrates the interplay between politics, policy, and educational leadership. They will analyze the case by identifying key political actors, the policy in question, and the leadership strategies employed to influence or implement the policy (30% of the module mark).
The Forum:
Forum participation will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 5: Leading for Equity and Inclusive Education
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

This module is structured to provide the learners as aspiring educational leaders with the critical tools and understanding necessary to navigate and influence the complex landscape of equity and inclusion in educational institutions, with a particular focus on the Maltese context. Learners will learn how to empower educators and guide them in fostering inclusive classrooms that respect and accommodate students from various cultural backgrounds and with different needs.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Essay:
Learners will review a past school activity/ program and reflect/ discuss with their SMT how all pupils could be included more effectively. They must critically examine how different members from their SMT use their background to contribute to the session. Observations/findings are to be recorded and then highlight strategies they would employ to include parents and students from different racial, ethnic, religious, and socio-economic backgrounds in the activities mentioned above (30% of the module mark).
Case Study Analysis:
Learners will be presented with a case study that exemplifies challenges and opportunities related to equity and inclusion within an educational institution. They will be required to analyze the case, identify key issues, and propose informed solutions or leadership strategies to address these challenges. This assessment emphasizes problem-solving and decision-making skills in real-world scenarios (30% of the module mark).
Presentation:
Learners will develop and deliver a presentation on a specific topic related to equity and inclusive education. The presentation should highlight key concepts, research findings, and practical approaches to fostering inclusive environments in educational settings. Students will be assessed on their ability to communicate effectively, engage their audience, and demonstrate a deep understanding of the subject matter (25% of the module mark).
Forum:
Forum participation which will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 6: Legal Aspects in Educational Leadership
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

The aim of this module is to equip learners with the basic knowledge to navigate through the legal and ethical landscape of modern educational institutions, which may arise in their day to day running. The assessments are designed to ensure that learners can critically engage with the material and apply their learning to real-world leadership challenges.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Case Study Analysis:
Learners will analyse a real-world case study involving a legal or ethical issue in an educational setting. The analysis will require learners to apply relevant legal frameworks, ethical principles, and leadership strategies to resolve the issue (30% of the module mark).
Reflective Essay:
Learners will write a reflective essay where they will discuss the importance and adequacy of the policy documents in relation to the safeguarding of pupils (30% of the module mark).
Presentation:
Learners will prepare and deliver a presentation on a specific legal issue relevant to educational leadership. Focus should be made on the practical application of legal knowledge in real-world educational settings. Learners should highlight how to recognize potential legal issues, the steps to ensure compliance with relevant laws, and strategies for resolving legal and ethical dilemmas (25% of the module mark).
Forum:
Forum participation will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 7: Teaching, Learning and Assessment in Educational Leadership
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

This module prepares the learners aspiring to become educational leaders to effectively integrate and lead innovative teaching, learning, and assessment practices in their institutions, with a strong emphasis on enhancing student learning and driving educational change. The assessments are designed to evaluate both theoretical knowledge and practical application, ensuring that learners can implement these practices in real-world educational settings.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Essay:
Learners will write an essay on a topic related to the module, such as the impact of formative assessment on student learning, the challenges of implementing student-centered approaches, or the role of educational leaders in driving curriculum reform. The essay should include a literature review, critical analysis, and practical recommendations (30% of the module mark).
Project:
In pairs learners will design a curriculum unit that incorporates student-cantered teaching strategies, aligns with the learning outcomes framework, and integrates formative assessment methods. The project should include a well referenced rationale that explains how the design supports student learning and addresses curriculum goals (25% of the module mark).
Case Study:
Participants will analyze a case study focused on the implementation of student-centered approaches and formative assessment within a school setting. The analysis should identify challenges, propose strategies for overcoming them, and assess the impact of these approaches on teaching and learning (30% of the module mark).
Forum:
Learners will actively participate in online discussion forums, engaging with their peers on topics related to teaching, learning, and assessment based on the readings given as well as the lessons held. Contributions should be thoughtful, evidence-based, and demonstrate a deep understanding of the module content (15% of the module mark).

Module 8: Cultivating Collaborative Leadership
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

This module aims to equip future educational leaders with the skills and knowledge necessary to cultivate and maintain positive and effective working relationships within their institutions. The assessments are designed to evaluate both the theoretical understanding and practical application of relationship-building strategies, ensuring that learners are well-prepared to lead and support effective working relationships within their institutions.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Reflective Essay:
Learners will write a reflective essay on their experiences with building and maintaining effective working relationships in their current or previous educational settings. The essay should explore the challenges faced, strategies used, and the impact of these relationships on team productivity and job satisfaction. The objective is to encourage participants to critically reflect on their relationship-building practices and identify areas for improvement (30% of the module mark).
Project:
Learners will work in groups to design a collaborative initiative aimed at improving teamwork and communication within an educational setting. The project will include a detailed plan for implementation, expected outcomes, and strategies for fostering trust and respect among team members. The objective is to develop skills in creating and leading collaborative projects that enhance working relationships (25% of the module mark).
Case Study:
Learners will analyze a case study focusing on the dynamics of working relationships within a school or educational organization. The analysis should identify key issues, propose solutions, and evaluate the effectiveness of the strategies used to build and maintain positive relationships (30% of the module mark).
Forum participation which will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).
Essay (30%), Case Study (30%), Project (25%), Forum Participation (15%)

Module 9: Ensuring Educational Excellence and Accountability
5ECTSs (equivalent to 125 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

This module aims to equip learners with the skills and knowledge necessary to ensure and enhance the quality of educational institutions, with a focus on the practical application of theories and strategies within the Maltese educational context.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Reflective Essay:
Learners will write a reflective essay on the role of accountability and evaluation in educational leadership. This will assess participants' ability to critically reflect on their own leadership practices in relation to the module content (30% of the module mark).
Case Study:
Learners will critically analyze a case study focusing on the implementation of quality assurance mechanisms in a Maltese educational institution. This will assess their ability to apply theoretical concepts to real-world situations (30% of the module mark).
Presentation:
In small groups, learners will design a quality assurance strategy for a hypothetical educational institution. This will assess their collaborative skills, creativity, and ability to communicate complex ideas effectively (25% of the module mark).
Forum:
Forum participation will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 10: Research Methods
15ECTSs (equivalent to 375 total hours, which include self-study and assessment hours)
Mode of delivery: Online lectures, Forum discussions, Reading material

This module aims to support learners to develop the skills and understanding necessary to develop a research proposal for their dissertation project. The Research Methods module aims to equip learners with the necessary skills to engage in rigorous academic research within the field of educational leadership. Learners will reflect on their professional challenges, develop research questions, and engage with various research methodologies. The module covers the entire research process, from designing a research proposal to data collection and analysis, with a strong emphasis on ethical considerations such as informed consent, anonymity, confidentiality, and data security. By the end of this module, learners will have a comprehensive understanding of how to conduct research that addresses their professional challenges and adheres to ethical standards.

Assessment Methods
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Research Proposal:
Learners will develop a detailed research proposal outlining their research questions, methodology, ethical considerations, and expected outcomes. This will include a comprehensive literature review and justification for the chosen research design (30% of the module mark).
Data Collection and Analysis Report:
Learners will collect and analyze data based on their proposed methodology. The report will detail the data collection process, analysis techniques, and findings, demonstrating the learner's ability to apply research methods effectively (30% of the module mark).
Reflective Essay:
Learners will write a reflective essay on how their research addresses their professional challenge, the ethical considerations they encountered, and how they engaged with the research process. This reflection will also cover how they plan to implement their findings in a professional context (25% of the module mark).
Forum participation:
Will be based on the readings given as well as the lessons held. Participation will be assessed on relevance of input and backing of research shown (15% of the module mark).

Module 11: Dissertation
30ECTSs (equivalent to 750 total hours, which include self-study and assessment hours)Mode of Delivery: Individual assistance by tutor, Independent research, Reading and maintaining a reading log, Dissertation write up

The Dissertation module is a culminating academic experience that provides learners with the opportunity to conduct original research within the field of educational leadership. This module is designed to enable students to apply theoretical knowledge to a practical research question, demonstrating their ability to conduct independent and rigorous research. Learners will be required to engage with the research process fully, including the development of a research proposal, literature review, data collection, analysis, and the presentation of findings. Much of the good academic practice that the learners would have developed as a result of completing the earlier module assignments, will need to be put into effect here. Learners may like to consider the impact of the findings and recommendations of their dissertation research, and how potential impacts may be sustainable and part of a self-improving process within their educational institution.

A critical component of this module is the application for ethics approval, which is mandatory before any data collection can commence. The ethics review process is overseen by an independent Ethics Board, comprised of academics and professionals who are not involved in the direct teaching or tutoring of the students. This ensures an unbiased and thorough evaluation of the ethical considerations related to the proposed research.

Assessment Methods:
This module (pass mark of 50%), will be assessed through the following different modes of assessment:

Dissertation:
A traditional written dissertation of 20,000 words that includes a research proposal, literature review, methodology, results, discussion, and conclusion (60% of the module mark).
Reflective Journal:
A reflective account of the research process, documenting the learner’s journey, challenges faced, ethical considerations, and how these were navigated (15% of the module mark).
Annotated Bibliography:
A critical annotated bibliography that demonstrates engagement with key texts and literature relevant to the research topic (10% of the module mark).
Exposition or Portfolio of Sustained Practice:
A creative or practice-based submission that demonstrates the application of research in a practical context, such as a portfolio, educational intervention, or action research project (15% of the module mark).

General Information
Course delivery: ONLINE
Price: €‎4500 + €‎20 registration fee
Placement Hours: This programme DOES NOT have a placement
Course duration: Approximately 30 months - Part-time basis only
Date of next intake: Periodically - Interested students are to register their interest and be contacted once another intake is announced
Language of delivery: English/ Maltese
Total Hours (which includes self-study and assessment hours calculated according to the MFHEA guidelines) 2250hrs

Exit Qualifications
Post-graduate certificate in Educational Leadership – MQF Level 7 – 45 ECTS
Students may opt to gain the Post-Graduate Certificate by doing the following modules, instead of following the FULL programme.

Educational Leadership Theories and Practices (5ECTS)
Instructional Leadership and Professional Development (5ECTS)
Leading Change and Innovation in Education (5ECTS)
Policy, Politics and Educational Leadership (5ECTS)
Community Engagement and Partnerships (5ECTS)
Global Perspectives and Comparative Education (5ECTS)
Educational Improvement and Innovation (5ECTS)
Organizational Transformation and Change Management (5ECTS)
Measuring and Enhancing Organizational Effectiveness (5ECTS)

Programme Structure
Academic year 1 (semester 1):
Educational Leadership Theories and Practices (5ECTS)
Instructional Leadership and Professional Development (5ECTS)
Leading Change and Innovation in Education (5ECTS)
Policy, Politics and Educational Leadership (5ECTS)

Academic year 1 (semester 2):
Community Engagement and Partnerships (5ECTS)
Global Perspectives and Comparative Education (5ECTS)
Educational Improvement and Innovation (5ECTS)
Organizational Transformation and Change Management (5ECTS)

Academic year 2 (semester 1):
Measuring and Enhancing Organizational Effectiveness (5ECTS)
Research Methods (15 ECTS)

Academic year 2 (semester 2) + Academic year 3 (semester 1):
Dissertation (30 ECTS)

Target Audience
Educators and other people who work with children and young people who have a Bachelor’s Degree (MQF Level 6 in Education, Psychology, Social Policy, Social Work, Youth Work or Inclusive Education and who wish to further their training in the area of Mental Health and Wellbeing.

Entry Requirements
Prospective learners must have:
A bachelor’s degree (MQF Level 6 with a minimum of 180 ECTS, or equivalent) in Inclusive Education or in another area which involves education/ teaching and learning.
Minimum of 5 years work experience within a classroom.
Proficient level of communication in the English language - IELTS 6.5 or equivalent

Grading
Learners must achieve a minimum score of 50% in each module to qualify for certification.

Student Success Rate
The programme has just started this year, so no accurate rate can be calculated.

MFHEA Certification: https://qualifications.mfhea.gov.mt/#/qualifications?provider=MFHEA-ORG-389&search=true

Learning Outcomes
Masters of Education in Mental Health Literacy – MQF7 – 90ECTSs
Part time – Approximately 30 months - 2250hrs

Programme Learning Outcomes
By the end of the programme, the learner will be able to:

Define and describe various leadership theories and leadership styles applicable to educational contexts.
Identify the key components of organisational culture and change management processes in educational settings.
List the external factors influencing educational policies, practices and trends.
Describe inclusive and equitable practices that address diverse needs in educational institutions.
Identify the key characteristics of school effectiveness.
Name relevant laws and legislation applicable to the educational context.
Describe effective pedagogy and assessments methods for improving teaching and learning.
List models of strategic leadership and decision-making in education.
Recall research methodologies appropriate for educational leadership studies.
Identify components of a well-structured dissertation in educational leadership.
Explain the dynamic relationship between leadership theory and practice in educational settings.
Describe in-depth the theoretical and practical knowledge that supports professional practice in educational leadership roles.
Discuss the impact of organisational culture on educational outcomes.
Explain how to use data to identify areas for improvement in inclusive practices.
Describe the process of making informed decisions to enhance inclusivity in educational institutions.
Explain how to apply models of strategic leadership in educational contexts.
Discuss how to draw on research literature to inform educational leaderships practice.
Describe how to communicate research findings effectively to support evidence-based decision-making in education.
Explain how original research can contribute new insights to the field of educational leadership.
Discuss the importance of clear, concise, and well-organised writing in academic assignments and dissertations.
Apply advanced theoretical and practical knowledge that supports professional practice in the field of Educational Leadership and Management.
Design and implement strategies at the institutional level aimed at enhancing the student learning experience.
Demonstrate awareness of the legal issues and implications that arise within the local educational context.
Create and foster projects and communication that promote collaboration within the educational community or networks, thereby enhancing learning and leadership across the educational sector.
Apply the most effective pedagogical and assessment methods to drive educational improvement within the organization.
Demonstrate effective communication and interpersonal skills necessary for leading educational teams and fostering collaboration.
Apply the theories explored to specific cases/ situations within a real life context.
Design and implement strategies for promoting continuous learning and professional development within educational settings.
Plan, lead, and manage initiatives aimed at fostering innovation, transformation, and continuous improvement within educational organizations.
Apply their knowledge at all levels of interaction with pupils by creating educational environments where all individuals feel welcome as leaders and successful learners.
Demonstrate the ability to evaluate the effectiveness of educational programs, policies, and practices in achieving desired outcomes and addressing institutional goals.
Apply relevant legal issues, implications, and legislation pertinent to the operation of an educational institution.
Demonstrate mastery of research skills, critical thinking, and scholarly writing in producing a high-quality dissertation.
Ensure critical assessment of organizational practices and exercise professional judgment as an Educational Leader to meet and enhance the professional needs of their institution.
Create long-term strategic plans, set priorities, and guide their organizations towards achieving their educational missions.
Ensure to lead and support instructional improvement efforts that enhance teaching and learning outcomes.
Authorise the transformation of pedagogical and assessment practices to achieve sustained improvements in teaching and learning within their institution.
Be responsible for collecting, analysing, and interpreting data to assess educational performance and make informed decisions.
Ensure of creating and maintaining inclusive educational environments that respect and value diversity.
Collaborate with diverse stakeholders, including families, community organizations, and businesses, to enhance educational outcomes.
Monitor school improvement strategies.
Be responsible for applying curriculum design, development, and implementation strategies effectively within the educational institution.
Produce an educational research to address specific areas of concern relevant to the institution they lead.

Module 1: Educational Leadership Theories and Practices
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Be responsible for strategic planning and implementation skills.
Ensure a critical understanding of various leadership theories, including transformational, transactional, distributive, and instructional leadership, and their relevance to contemporary educational settings.
Supervise the application of different leadership models and frameworks in diverse educational contexts, tailoring their approach to meet the specific needs of their institutions.
Critically evaluate different leadership methods and reflect on their own practices to improve areas within their working environment.
Deal with the different learning styles in different situations, with particular reference to educational institutions.
List and describe the key components of various leadership models, styles, and frameworks relevant to educational contexts.
Identify the main characteristics of classic and modern leadership theories, including transformational, transactional, distributive and instructional leadership.
Define the concept of school culture and descrive its importance in educational leadership.
Recall the essential elements of effective instructional improvement strategies in educational settings.
Name the key factors that contribute to creating equitable learning environments in schools.
Identify the skills needed to lead a professional learning community and a team of leaders.
List the current leadership aspects within the educational sector.
Describe the potential benefits of democratic and distributed forms of leadership in educational institutions.
Recite the steps involved in implementing change effectively within an educational organisation.
Label the different components of successful school improvement plan.
Demonstrate the ability to critically analyze various leadership models, styles, and frameworks, assessing their relevance and effectiveness in different educational settings.
Apply leadership theories to real-world scenarios, making informed judgments on the best approaches to leadership and organizational change within educational institutions.
Demonstrate the ability to reflect on their own leadership styles and practices, identifying areas for personal and professional growth.
Plan and communicate a positive school culture that aligns with their leadership vision and goals.
analyse the impact of different leadership styles and practices on school improvement and student outcomes.
develop strategic leadership skills for planning, decision-making, and problem-solving in educational contexts.
foster a positive school culture and climate that supports teaching and learning.
demonstrate ethical leadership practices that promote equity and inclusivity in education.
apply leadership theories to real-world situations through case studies and practical exercises.
efficiently manage digital resources, and online content.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 2: Fostering Mental Health and Well-Being in Educational Leadership
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Advise and implement policies and practices that promote mental health and well-being within educational settings.
Be responsible to Lead initiatives that foster a positive and supportive school climate.
Ensure to identify signs of mental health issues among students and staff, and respond effectively.
Advocate for mental health awareness and well-being as core components of educational leadership.
Collaborate with mental health professionals and other stakeholders to support the well-being of the school community.
List the key psychological impacts of different leadership practices on school communities.
Identify common mental health issues that affect children and young people in educational settings.
Describe the signs and symptoms of prevalent mental health conditions among students.
Recall effective strategies for preventing mental health issues in schools.
Name various well-being initiatives that can support the entire educational community.
Define the specific mental health needs of children and young people in different age groups.
List tools and strategies that educational leaders can use to promote a culture of well-being.
Identify the components of a comprehensive school mental health programme.
Describe the role of school leadership in supporting student and staff mental health.
Recite key policies and procedures related to mental health support in educational institutions.
Label the different stakeholders involved in promoting mental health in schools.
Outline the steps for implementing a school-wide mental health awareness campaign.
Design and lead well-being initiatives that address the mental health needs of the school community.
Demonstrate the ability to effectively communicate about mental health issues and promote awareness among staff and students.
Apply preventative strategies to reduce the risk of mental health problems in schools.
Apply data related to mental health and well-being to inform leadership decisions.
Apply a range of strategies for supporting school staff who have a mental health condition.
Reflect on the impact of leadership practices on the mental health and well-being of staff and students.
Develop and apply strategies to create a positive school climate that supports mental health.
Identify and respond to mental health issues in a timely and effective manner.
Promote a culture of openness and support around mental health within the educational institution.
Critically evaluate mental health initiatives and their impact on the school community.
efficiently manage digital resources, and online content.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 3: Leading Change and Innovation in Education
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

collaborate with stakeholders and build consensus for change efforts.
List the key components of strategic planning in educational environments.
Identify various types of resistance to change in educational settings.
Describe the process of data-driven decision-making in educational leadership.
Define cultural competence and its importance in leading educational change.
Name different stakeholder groups involved in educational transformation.
Recall strategies for managing resistance to change in schools.
Outline the steps involved in designing and implementing a strategic plan for educational change.
ensure understanding of organizational behaviour and dynamics, including the role of culture, leadership, and communication in facilitating change.
manage and lead a professional learning community with the intention to leave a positive impact on the leadership aspect of that particular educational institution.
carry out tasks to bring about meaningful and sustained improvements and change in teaching and learning across the educational organisation.
Identify tools and techniques for analysing data to support decision-making in schools.
List methods for engaging stakeholders in the change process.
Apply innovative practices that enhance educational outcomes. This includes staying abreast of emerging trends, technologies, and pedagogical approaches that can be integrated into their institutions to foster continuous improvement.
Use knowledge acquired on the different styles of leadership to implement the adequate leadership method within the working environment.
Create and execute strategic plans that drive educational innovation and address the unique challenges of their institutions. This includes setting clear objectives, timelines, and measurable outcomes to ensure successful change initiatives.
Use evidence-based practices to evaluate the effectiveness of change initiatives and make adjustments as needed.
Demonstrate the ability to evaluate the relevance and applicability of different change strategies and approaches to their own educational settings.
Show the ability to reflect on their leadership practices, identify areas for growth, and make continuous improvements in their approach to leading change.
Describe the characteristics of sustainable change initiatives in education.
Identify tools and techniques for analysing data to support decision-making in schools.
Recite the main challenges associated with leading change in diverse educational environments.
Label the different stages of the change management process in educational settings.
Describe various leadership styles that can be effective in implementing educational change.
Identify key performance indicators for measuring the success of change initiatives in schools.
understand and apply key theories and models of change leadership and innovation in education.
develop strategic plans for implementing change and innovation within educational organizations.
analyse and address the challenges and resistance associated with leading change.
utilize data and evidence-based practices to inform decision-making and evaluate the impact of change initiatives.
foster a culture of continuous improvement and innovation that is inclusive and responsive to diverse educational needs.
engage and collaborate effectively with stakeholders to support and sustain change efforts.
efficiently manage digital resources, and online content.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 4: Policy, Politics, and Educational Leadership
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Advise and critically analyse and interpret educational policies at local, state, and national levels.
Collaborate and effectively engage with diverse stakeholders, including policymakers, educators, parents, and community members.
Create coalitions and partnerships to support policy initiatives.
Be responsible to manage resources and lead initiatives that support policy implementation.
Ensure understanding of external assessment and accountability measures, including standardized testing and reporting requirements.
List key stages in educational policy formulation process.
Identify the main stakeholders involved in shaping educational policies.
Describe the role of different levels of government in educational policy-making.
Define the concepts of policy implementation in educational contexts.
Recall various political factors that influence educational policy decisions.
Name different leadership styles that can be effective in navigating educational politics.
Identify strategies for advocating educational reforms within political systems.
Outline the steps involved in conducting a policy analysis in education.
List potential barriers to effective policy implementation in educational settings.
Describe the relationship between educational policies and educational outcomes.
Identify key indicators used to measure the success of educational policies.
Recite examples of successful education reforms and their political contexts.
Label different types of educational policies (eg curriculum, assessment, wellbeing, inclusion)
Describe the process of building collaborations in support of educations initiatives.
Identify ethical considerations in educational policy-making and leadership.
Show awareness of the impact of political decisions on educational practice and outcomes.
Construct strategies to respond to policy changes and political pressures.
Show the ability to make informed decisions that align with both policy requirements and the best interests of their institutions. This includes the ability to assess risks, anticipate challenges, and make strategic decisions that reflect ethical considerations and long-term goals.
Prepare and manage external audits, ensuring that their institutions meet all necessary compliance standards. This includes preparing for audits, gather and present evidence, and address findings with a focus on continuous improvement and accountability.
Design and develop policies that address educational needs and promote equity.
Create strategic plans that align with policy goals and institutional objectives.
Demonstrate abilities to evaluate reports based on the coherence of the plan, alignment with policy goals, and practical feasibility.
Demonstrate the ability to critically assess and analyse external influences, policies, and challenges, allowing them to make more informed decisions and respond effectively.
Critically analyse and interpret educational policies at local, national, and international levels.
Navigate and influence political environments to advocate for effective educational policies. Identify the implications of policies for educational practice and leadership.
Lead and advocate for policy changes that promote equitable and effective education.
Understand the historical development of educational policies and their impact on current practices.
Demonstrate knowledge about the role of government, non-governmental organizations, and other stakeholders in shaping educational policies.
Synthesize information from diverse sources to make informed decisions.
Use qualitative and quantitative research methods to evaluate policy effectiveness.
Implement and monitor policy initiatives to ensure they achieve desired outcomes.
develop the ability to use data analytics tools and software to interpret educational data. this skill helps in making data-informed decisions.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 5: Leading for Equity and Inclusive Education
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Ensure to develop leadership strategies that promote inclusive practices and cultural competence in educational settings.
Be responsible to advocate for policies and practices that support social justice and equity in education.
Create and promote cultural understanding and inclusivity within schools.
Authorise new measures to facilitate integration and acceptance of diverse students to meet their needs.
Collaborate with and build partnerships with relevant organizations and entities in the field.
List the key components of equity and inclusion in educational institutions.
Identify critical tools used by educational leaders to promote equity and inclusion.
Describe the complex landscape of equity and inclusion in the Maltese educational context.
Define empowerment strategies for educators in fostering inclusive classrooms.
Name various cultural backgrounds that may be represented in Maltese classrooms.
Recall different types of student needs that require accommodation in inclusive settings.
Outline the steps involved in creating an inclusive classroom environment.
Identify barriers to equity and inclusion in Maltese educational institutions.
List strategies for respecting and accommodating diverse student populations.
Describe the role of educational leaders in influencing equity and inclusion policies.
Identify key stakeholders involved in promoting equity and inclusion in schools.
Recite relevant Maltese legislation and policies related to educational equity and inclusion.
Label different types of inclusive practices applicable to Maltese classrooms.
Describe the process of conducting an equity audit in an educational institution.
Identify resources available to support equity and inclusion initiatives in Maltese schools.
Demonstrate knowledge of cultural diversity, religious practices, and their implications for educational leadership.
Practice leadership practices that challenge existing inequities and promote social justice within educational institutions.
Demonstrate how educators can identify ways to show students that independently from their religion or nationality, democratic values are there for everyone to respect and safeguard.
Evaluate the effectiveness of current educational policies in promoting inclusivity and equity.
Demonstrate sensitivity to cultural and religious diversity in leadership practices.
Design strategies to empower educators to foster inclusive and equitable learning environments.
Reflect on personal leadership practices and beliefs to identify areas for growth in promoting inclusion.
Develop the ability to use data analytics tools and software to interpret educational data. This skill helps in making data-informed decisions.
Create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
Research different sources to present an assignment that corresponds to the topic discussed.
Discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 6: Legal Aspects in Educational Leadership
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Ensure the appropriate use of legal terminology applicable to an educational context.
Advise and make decisions that are both legally sound and ethically responsible.
Be responsible to make informed decisions in educational management, guided by acquired legal principles
Collaborate and present and evidence in court of tribunal settings.
Be responsible for the interpretation and understanding of contracts, particularly marital separation agreements, court decrees, and judgments, with a focus on matters related to care, custody, and education.
List legal principles relevant to educational institutions.
Identify common ethical dilemmas faced by educational leaders.
Describe the basic legal framework governing educational institutions.
Define important legal terms used in educational contexts.
Recall major education-related laws and regulations.
Name ethical guidelines applicable to educational leadership.
Identify potential legal risks in day-to-day school operations.
Outline the steps for addressing ethical issues in educational settings.
List the rights and responsibilities of students, teachers, and administrators.
Describe the process of creating and implementing school policies that comply with legal requirements.
Identify key stakeholders involved in legal and ethical decision-making in schools.
Recite examples of landmark legal cased that have impacted educational practices.
Label different types of contrasts commonly used in educational institutions.
Describe the basic elements of education law related to special education and inclusion.
Identify resources for staying updated on changes in education law and ethics.
Demonstrate understanding between various types of laws as they apply to education.
Demonstrate the ability to write and communicate in a legally sound manner, using appropriate legal terminology and formats for formal correspondence and reports.
Apply decisions that adhere to legal requirements.
Critically evaluate basic legal cases, policies, and ethical dilemmas in education.
Understand and apply legal principles in everyday school leadership.
Develop a thorough understanding of Maltese education laws, including Cap 327 of the Laws of Malta and any related legislation, ensuring compliance within educational settings.
Apply knowledge of the Maltese Code of Ethics for educators and related policies to everyday decision-making and leadership practices.
Competently review and interpret legal documents, including contracts, court decrees, and judgments, with a particular focus on issues related to care, custody, and educational matters in the Maltese context.
develop the ability to use data analytics tools and software to interpret educational data. this skill helps in making data-informed decisions.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 7: Teaching, Learning, and Assessment in Educational Leadership
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Collaborate with other SLT members to lead the development and implementation of innovative teaching and learning strategies within educational institution.
Supervise, design and implement various assessment methods, particularly formative assessments, to support and enhance student learning, following the completion of the series of teaching and learning activities.
Advise on curricula that integrate student-centered approaches and align with the learning outcomes framework.
Be responsible to critically analyse and reflect on the outcomes of a particular study program based upon the learners’ acquisition of learning outcomes and carry out any necessary modifications to the program of study.
List key innovative teaching practices applicable to modern educational settings.
Identify various learning theories that support innovative educational approaches.
Describe different types of assessment practices that enhance student learning
Define the concepts of educational innovation and its importance in leadership.
Recall strategies for integrating technology into teaching and learning processes.
Name various tools and platforms used for innovative assessment in education.
Identify the components of an effective curriculum that supports innovative learning.
Outline the steps for implementing a new teaching or assessment method in a school.
List potential challenges in adopting innovative practices in traditional educational settings.
Describe the role of educational leaders in driving pedagogical change.
Identify key performance indicators for measuring the success of innovative educational practices.
Recite examples of successful innovative educational initiatives from various contexts.
Label different types of student-centered learning approaches.
Describe the process of conducting action research to improve teaching and learning practices.
Identify resources and professional development opportunities for educators to enhance their innovative teaching skills.
Create opportunities where educators are enabled to share and enhance their classroom practices.
Create collaborative opportunities for teachers to share, discuss, and develop reform-oriented practices.
Design and develop curricula that are aligned with student-centered teaching approaches and the learning outcomes framework.
Use assessment data to inform teaching practices, curricular adjustments, and educational decision-making.
Demonstrate the ability to recognize recognize pedagogical areas where educators may require additional support.
Ensure that curriculum design aligns with the learning outcomes framework and supports comprehensive student development.
Facilitate discussions on support structures that can help teachers adopt and implement reform-oriented practices.
Implement formative assessment practices that directly support and improve student learning.
Develop an understanding of student-centered approaches and their impact on curriculum design.
Equip participants with the ability to recognize teacher challenges and identify effective support strategies.
Critically evaluate and reflect on assessment practices to continuously refine and improve educational processes.
analyse educational data to identify trends, assess performance, and inform decision-making.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 8: Cultivating Collaborative Leadership
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Be responsible to lead and foster positive working relationships within educational settings, enhancing team cohesion and organizational effectiveness.
Create and maintain collaborative structures that support teamwork and shared goals.
Create clear, respectful, and constructive communication channels within the organization.
Carry out tasks to initiate, nurture, and maintain collaboration and teamwork.
Describe the fundamental principles of building effective working relationships.
Identify the essential skills required for the effective operation of teams.
Find ways to establish and maintain supportive relationships with colleagues.
Recall methods for effectively engaging with students, parents, and colleagues.
List key components of effective working relationships in educational settings.
Identify various communication styles relevant to leadership in education.
Describe strategies for building trust among staff members in an educational institution.
Define the concept of emotional intelligence and its role in educational leadership.
Recall different conflict resolution techniques applicable in school environments.
Name various team-building activities suitable for educational staff.
Identify the characteristics of a positive school culture.
Outline the steps for implementing a mentoring programme within an educational institution.
List potential barriers to effective communication in schools.
Describe the role of feedback in maintaining positive working relationships.
Identify key stakeholders in the school community and their relationship dynamics.
Recite examples of successful relationship-building initiatives in educational contexts.
Label different types of leadership behaviours that foster positive relationships.
Identify resources and tools for assessing and improving interpersonal skills in educational leadership.
Demonstration understanding of the importance of effective communication, empathy, and respect in professional interactions.
Show understanding and respect towards colleagues, acknowledging and valuing diversity in the workplace.
Apply the skills required to foster effective communication and collaboration with others.
Demonstrate the ability to evaluate scenarios involving trust and respect within educational settings.
Lead and support the development of collaborative working environments in educational settings.
Apply trust-building techniques to enhance relationships with colleagues, students, and parents.
Implement and model effective communication practices that strengthen workplace relationships.
Able to manage and resolve conflicts constructively, maintaining a positive and productive work environment.
Lead with cultural sensitivity, ensuring that all members of the educational community feel valued and respected.
analyse educational data to identify trends, assess performance, and inform decision-making.
create and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 9: Ensuring Educational Excellence and Accountability
Module Learning Outcomes At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Advise on the different approaches to educational quality, accountability, and evaluation in both local and international contexts.
Be responsible to develop strategies for the evaluation and continuous improvement of educational institutions.
Ensure to make informed decisions based on evidence gathered from evaluation processes.
List key components of quality assurance in educational institutions.
Identify various quality enhancement strategies applicable to Maltese schools.
Describe the current quality assurance framework used in the Maltese educational systems.
Define important terms related to educational quality and improvement.
Recall major theories of educational quality management.
Name key stakeholders involved in ensuring quality in Maltese educational institutions.
Identify tools and methods for measuring educational quality.
Outline the steps involved in conducting a school self-evaluation.
List potential challenges in implementing quality assurance measures in Maltese schools.
Describe the role of leadership in enhancing educational quality.
Identify key performance indicators used in Maltese education for quality assessment.
Recite examples of successful quality improvement initiatives in Maltese schools
Label different types of quality assurances process relevant to educational institutions.
Describe the connection between quality assurance and student outcomes
Identify resources and support available for quality enhancement in Maltese educational context
Demonstrate the ability to lead and implement quality assurance processes within educational institutions.
Demonstrate knowledge in understanding the purposes and functions of accountability and evaluation, particularly in distinguishing between assessing the quality of educational institutions and ensuring compliance with regulations.
Design an action plan related to an Educational Institution improvement in a given context.
Reflect critically on the relationship between accountability, evaluation, and school improvement.
Apply quality assurance mechanisms in the context of Maltese educational institutions.
Practice ethical decision-making in the implementation of evaluation and accountability measures.
Engage with case studies from both Malta and the international context to enhance understanding of effective practices in educational quality assurance.
analyse educational data to identify trends, assess performance, and inform decision-making.
create discussion and participate in online learning communities and networks that can foster professional development and knowledge sharing.
research different sources to present an assignment that corresponds to the topic discussed.
discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 10: Education Research Methods
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Be responsible to engage in reflective practice, allowing learners to critically assess their actions, experiences, and decisions throughout the research process. This competence supports ongoing personal and academic growth, fostering a mindset of continuous improvement and adaptability in leadership roles.
Comply in conducting a research that adheres to the highest ethical standards, ensuring the integrity of their work and its impact on the educational community.
Create a comprehensive research proposal, including the formulation of research questions, the selection of appropriate methodologies, and the creation of a coherent research plan. Learners will be competent in designing research that is methodologically sound and aligned with their professional challenges and goals.
Be responsible in planning the research project effectively.
Ensure to apply appropriate data collection and analysis techniques. Learners will be skilled in managing the entire data process, from gathering and organizing data to interpreting and presenting findings in a clear and meaningful way.
Ensure in prioritizing tasks, and planning for the efficient completion of the research.
Create a realistic timeline for the dissertation project.
Comply with the principles of professionalism in academic research, while learning about ethical behaviour, academic honesty, and research integrity.
Produce an effective research question that addresses a gap in educational research.
Develop the ability to apply research findings to practical challenges in educational leadership. Learners will be competent in translating theoretical insights and research outcomes into actionable strategies that can be implemented in their professional practice, driving positive change in educational settings.
List the key components of a research proposal in education leadership
Identify various research methodologies applicable to educational leadership studies
Describe the process of developing research questions from professional challenges
Define important terms related to academic research in education
Recall different data collection methods to academic research in education
Name various data analysis techniques relevant to educational leadership studies
Identify ethical considerations in educational research, including informed consent, anonymity, and confidentiality.
Outline the steps involved in designing a research study.
List potential challenges in conducting research in educational settings.
Describe the process of obtaining ethical approval for research projects.
Identify resources and tools available for academic research in educational leadership.
Identify key element of data security in research projects.
Recite examples of different research paradigms (eg qualitative, quantitative, mixed methods)
Label different types of sampling methods used in educational research
Describe the process of obtaining ethical approval for research projects.
Plan and develop a clear and well-structured research plan.
Practice in framing research questions and designing a feasible and ethical research project.
Show the ability to approach the research question with a critical mindset.
Apply advanced data analysis techniques to interpret research findings, making informed decisions that can be directly applied to improve educational practices and policies.
Practice continuous reflection to critically evaluate personal research decisions and strategies, using these insights to enhance future research initiatives and professional practice.
Apply research outcomes into actionable strategies for educational leadership, applying findings to drive improvements in school management, teaching practices, and policy implementation.
Demonstrate a strong commitment to ethical research by incorporating best practices for informed consent, confidentiality, and data security, and addressing ethical dilemmas as they arise in real-world educational settings.
Assemble and synthesize information from existing research, identifying gaps, and evaluating the relevance of literature to the research topic needed for the dissertation.
Use research methodologies to solve real-world problems in educational leadership, demonstrating the ability to adapt and innovate in response to emerging challenges.
Demonstrate the ability to be flexible in adjusting research methodologies, timelines, and approaches as needed.
Develop a clear and concise proposal that outlines the research question, objectives, literature review, methodology, and significance of the study.
Understand the strengths and limitations of different data collection techniques and select the most appropriate method for the research question.
Recognize the need for adaptability in the research process, while understand how to adjust research plans in response to unexpected challenges.
Gain awareness of the importance of reflective practice in research, while understanding how to reflect on one's own research process and make improvements.
Plan an effective dissertation that includes the necessary components.
Develop a clear and concise proposal that outlines the research question, objectives, literature review, methodology, and significance of the study.
Understand the strengths and limitations of different data collection techniques and select the most appropriate method for the research question.
Recognize the need for adaptability in the research process, while understand how to adjust research plans in response to unexpected challenges.
Gain awareness of the importance of reflective practice in research, while understanding how to reflect on one's own research process and make improvements.
Plan an effective dissertation that includes the necessary components.
Use statistical software, survey tools, and other resources essential for data collection and analysis.
Proficiently use relevant research tools.
Participate in online learning communities and networks that can foster professional development and knowledge sharing.
Discuss the topic at hand and specific difficulties on the forum, with tutors and peers.

Module 11: Dissertation
Module Learning Outcomes
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

Ensure to critically analyse and appraise existing literature to identify a research focus and formulate precise research questions.
Ensure the selection and application of the appropriate research methodology to effectively address the research questions.
Create a comprehensive research plan to address challenges and seize opportunities within the field of Educational Leadership.
Manage their time effectively as they autonomously set timelines, milestones, and deadline to ensure the timely completion of their research.
Ensure the ethical treatment of participants and upholding integrity throughout the research process.
List the key components of a dissertation in educational leadership.
Identify the stages of the research process from proposal to final presentation.
Describe the elements of a comprehensive literature review.
Define the concepts of original research in the context of educational leadership.
Recall various data collection methods appropriate for educational research.
Name different data analysis techniques relevant to educational leadership studies.
Identify ethical considerations in conducting research within educational institutions.
Outline the steps involved in developing a research proposal.
List potential challenges in conducting independent research in educational settings.
Describe the process of applying for ethical approval from an independent ethics board.
Identify key elements of good academic practice in dissertation writing.
Recite the structure of a typical dissertation in educational leadership.
Label different sections of dissertation (eg abstract, methodology, findings, discussion)
Describe the importance of sustainability and self-improvement in research recommendations
Identify criteria for evaluating the impact of research findings on educational institutions
Define plagiarism and list strategies to avoid it in academic writing
Name various referencing styles commonly used in educational research
Recall strategies for effective time management during the dissertation process
Identify resources available for support during the dissertation writing process
Describe the process of preparing for a dissertation viva examination or presentation.
Design and develop a research project focused on a pedagogical or educational topic.
Create research questions that guide the investigation into the selected problem.
Plan and select and appropriate research design and methodology for the chosen field of study.
Demonstrate the ability to synthesize existing research, identify gaps, and develop a theoretical framework to inform their study.
Apply ethical considerations, ensuring the protection of participants and upholding ethical standards in educational research.
Design the data collection process, ensuring the validity and reliability of data, and independently analyse findings.
Construct practical and innovative solutions based on research findings.
Use feedback, incorporating suggestions, and engaging in constructive dialogue with tutors.
Plan, organize, and overseeing all aspects of the research process.
Design and implement techniques for data collection, analysis, and interpretation.
Use and critically evaluate research findings and integrate them with existing literature through triangulation.
Compose a hypothesis and identify the appropriate tools to test it.
Seek out new information, stay updated on emerging trends, and foster a commitment to lifelong learning.
Understand the complexities of policy implementation and the role of leadership in assessing policy effectiveness.
Address the global challenges and opportunities in education and understand how effective leaders navigate and contribute to the global educational landscape.
Autonomously consider how their findings can be applied to inform leadership practices and contribute to positive changes within educational institutions.
Autonomously write articles or papers suitable for submission to academic journals or conferences.
Confidently defend the research project before a committee.
Conduct statistical analyses, interpret results, and make informed decisions based on statistical evidence.
Use statistical software, survey tools, and other resources essential for data collection and analysis.
Proficiently use relevant research tools.
Participate in online learning communities and networks that can foster professional development and knowledge sharing.
Independently acquire skills in statistical software, survey tools, and other resources essential for data collection and analysis.
Discuss the topic at hand and specific difficulties on the forum, with tutors and peers.


Please note that all payments are non-refundable