Challenges And Perspectives in the Moroccan Educational System: Towards Effective Leadership Style

Challenges And Perspectives in the Moroccan Educational System: Towards Effective Leadership Style

Abdelaaziz El Bakkali, PhD

Media, Language and Cultural Anthropology Arizona State University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000462

Received: 12 September 2025; Accepted: 18 September 2025; Published: 15 October 2025

ABSTRACT

In various academic studies, research on effective leadership has become a topic of debate and interest. Numerous scholars have produced a multitude of works in the area of effective leadership to demarcate the potential leadership styles, approaches, and insights into what constitutes effective leadership qualities in educational institutions. In the case of Morocco, despite undergoing several reform phases since its independence, the educational system continues to struggle due to persistent setbacks. These reforms have failed to address the heart of this issue because the educational system has not been given adequate importance. This paper aims to examine effective leadership within Morocco’s educational context, with a particular focus on the obstacles that hinder the growth and development of leadership in its learning environments.  This article employs a narrative review of existing research to elicit conclusions, perspectives, and challenges. This method draws upon a range of academic sources, namely articles, books, and scholarly literature related to school effectiveness as far as leadership is concerned. Thanks to its nature, this method enables the researcher to examine a broad spectrum of disadvantages and weaknesses, thereby opening venues for alternative conclusions. The findings and conclusions achieved by this study will be examined through a qualitative lens.

Keywords: Education; leadership styles; reform; school effectiveness

INTRODUCTION

In many societies, education has played a vital role in fostering prosperity across various domains, namely health, agriculture, law, economy, and many others. Recognizing its importance, most developed countries, mainly in Europe and North America, consider education a key element of sustainable development and efficient progress. As far as these countries are concerned, the success of the educational system stems from government support that helps establish the necessary conditions for substantial educational success. Within this framework, leadership has emerged as the primary approach in shaping innovative strategies throughout the educational process.

In recent years, effective educational leadership has emerged as a key factor in fostering global exchange, providing school leaders with sufficient space to engage with the broader social and organizational environment, thereby contributing to notable achievements in the learning sphere. Evidence from learning environments has identified broad, independent types of effective leadership practices that serve as essential building blocks for potential and outstanding leadership, necessary across various contexts. The importance of leadership in education promotes learning for all learners through the positive impact of organizational change. Today, developing countries have been tempted to follow necessary standards for basic and successful methods and approaches as solid evidence of leadership in education, which has proven positive on the path to large-scale educational improvement. To this, Morocco is not an exception, just as awareness of educational leadership has grown along with enough thoughts to overcome the failures of the past few decades.

Despite some stages of reforms, Morocco has experienced periods of failure in almost every decade since its independence. Many subsequent governments have failed to give priority to the education sector. This failure is attributed to the absence of a professional vision on the part of governments as well as the shared responsibility of various pedagogical stakeholders, namely actors, media, NGOs, and others. This puts the country at the top of education deficits. On the premise of bringing new dimension reforms to the fore, Moroccan education experts are trying to set new ideas by implementing leadership styles in the field. Educators are grappling with longstanding challenges and developing clear possible perspectives for further development of the field.

MATERIALS AND METHODS

Purpose of the Study

This paper aims to analyze effective leadership within Moroccan learning environments as a means of identifying and examining issues as well as perspectives for establishing a new school culture. A large literature body on leadership styles in educational effectiveness will be used in building a framework which demonstrates leadership’s critical role in shaping and equipping future leaders with the necessary educational skills.

Research Questions

The current study attempts to answer the following questions

In what ways does leadership contribute to generating efficient performance in the Moroccan educational sphere?

What role does leadership style play in establishing a positive and productive school culture?

How can effective leadership influence the teaching and learning process?

In what way can pedagogical stakeholders, parents, and civil society organizations collaborate to develop an effective model of integrated leadership?

Methodology

To come up with this paper, I have searched for relevant data by working on an in-depth analysis of existing related literature. I have looked for related, peer-reviewed articles and books in a range of educational databases. This literature review focuses on examining effective leadership and the influence of various leadership types in shaping an integrated leadership model aimed to build a positive school culture, improve organizational effectiveness, and promote the satisfaction of both the teacher and learner (El Bakkali, 2020). No further ethical considerations are necessary for this study since it is based on a narration of existing scholarly literature. This method aids in the gathering of qualitative data to construct a new interpretation of the integration of leadership style in school culture. It mainly serves to develop an explanatory theory that elucidates why and how such integration contributes to educational effectiveness (El Bakkali, 2020).

Effective Leadership in Education

Effective leadership is one of the crucial facets when it comes to building effective sustainability in any organization to address crises and develop new perspectives. A leader or an executive should take control of the organization and take action by setting optimistic goals and guiding each organization’s actions to achieve its objectives through effective strategies. Effective leadership seeks to induce enticing desires and positive changes in an organization by identifying the various responsibilities of a leader. In education, leadership styles feature leaders as instructional participants whose interactions contribute to “organizing” the school’s effective success. Leadership styles demonstrate that teachers, students, school leaders and administrators, educators, as well as politicians, are obliged to establish purposeful leadership to devise innovative methods and techniques to improve learners’ performance. To build and keep successful leadership actions in this cycle, school leaders must collaborate to motivate and lead with considerable encouragement and excitement in the teaching and learning process. Effective school leaders exhibit numerous leadership skills by promoting faculty professional growth and establishing pedagogical efficacy, where administrators and teachers are supposed to aid in uniting efforts and overcoming the persistent barrage of negative suggestions (Barrett & Breyer, 2014).

Leadership in Education: Definitions, Variations, and Implications

The implementation of education leadership has long been the center of the quality system of learning traits. The concepts of leadership and management, Day and Sammons (2016) argue, overlap and have been accorded different emphases in different contexts and over time, where their use differentiates across professional cultures and countries (p.11); that is, the role of the leader is regarded as highly important in raising standards and advancing school improvement (University of Worcester, 2024). To this, the considerable emphasis, El Bakkali (2020) argues, reflects disparities in educational systems’ functioning and their regional, national, and historical policy contexts that are going to exert different stages of impact on the work of institutions, and thus, on the role of leaders in academic institutions.

Prior to this, and as the concept “leadership” entices multiple entries, this can be defined differently depending on the context, which usually means the art of motivating a group of people to achieve a specific goal. Leadership implies that a person or a group intends to exert influence over others to build activities and relations within the group or organization. As a social influence process, concepts of leadership vary when it comes to influence, its types, purpose, and outcomes (El Bakkali, 2022; Ruben & Gigliotti, 2016). Contrary to many accepted definitions of leadership, Leithwood et al. (2004) argue that two functions exist: “giving direction” and “influencing”; each of which is performed differently. These variations distinguish many leadership models from one another; such a definition appears overly administrative or hierarchical, though it does not have to be interpreted as such (p.20). Thus, leadership is a particularly specific subject that stymies efforts to understand the nature and impacts of this concept. According to Yusuf (2017), leadership entails the way leaders establish and support the attainment of the purpose and vision, as well as how they develop values essential for long-term success and implement them via proper behaviors and deeds (p. 38).

From Leadership Styles to Leadership Theories: Understanding the Foundations of Effective Leadership

Leadership style refers to the way leaders inspire people to follow them, establishing a dichotomy between leaders and followers (Attah, 2017). This method, according to Yusuf (2017), comprises imagining a looked-for future, upholding a clear mission or purpose, embracing core values, and smart strategies. Empowering all those involved: “‘Showing the way’ presupposes knowing, or at least believing in that way. And the way implies the route to a destination: a vision of a desirable future position — what we want to be or where we want to be” (p. 38). The process of influencing others to achieve organizational goals via change necessitates involving followers, exercising influence, and changing in management, people, and organizational objectives, based on the leader/follower leadership style dichotomy (El Bakkali, 2022). Accordingly, the follower is regarded as someone who is supposed to be impacted by a leader without considerable feedback. In the educational system, the bond that unites the follower and the leader is a kind of pedagogical encounter of quality learning (Macneill et al., 2005).

Effective leaders, according to Yusuf (2017), affect their followers, and vice versa (p.39). Therefore, it is evident how important sensitive leadership is in situations when leaders work and how leaders must respond flexibly to their contexts to be successful. Such evidence, according to Leithwood et al (2004), shows that the construction of specific leadership models is important in identifying how this suppleness is applied by people who exert varied leadership roles.

The learning style in schools is executed with variable degrees of success, where educational institutions appear to have diverse leadership styles based on organizational context variances. While successful principals in some schools are more likely to adopt more direct and top-down leadership forms compared to other schools, school leaders frequently consider the impact and knowledge of teachers as special pedagogical actors (El Bakkali, 2022). According to Barrett and Breyer (2014), small schools enable more direct involvement on leaders’ part in modeling effective instruction methods and monitoring the instructional practices of teachers. On the contrary, equally effective leaders of bigger schools often guide their staff indirectly, primarily through prearranged professional experience and development (2014, p. 10).

While leadership styles target the description of behaviors and approaches leaders adopt in practice, leadership theories provide frameworks in order to understand how leaders influence, inspire, and guide others to achieve their goals. In this regard, scholars have identified a variety of theories that explain effective leadership. To start with, transformational leadership emphasizes the ability of leaders to inspire and motivate followers to exceed expectations. In other words, transformational leaders create a compelling vision, encourage innovation, and foster personal and professional growth among team members (Podsakoff, MacKenzie, Moorman, & Fetter, 1990). In Morocco, this theory is effective when it comes to inspiring teachers, students, and staff to embrace change and improve performance. This can be achieved by promoting critical thinking over rote learning in addition to driving educational reforms and motivating stakeholders to achieve higher goals. On the contrary, transactional leadership focuses on structure, rules, and task-oriented management. In this respect, this theory’s leaders use rewards and corrective measures to ensure that goals are met efficiently (Jaqua & Jaqua, 2021). Concerning instructional leadership, it is prominent in educational settings. Leaders who adopt this approach prioritize teaching and learning outcomes, provide guidance, support, and professional development to teachers. In fact, these leaders focus on improving the quality of instruction and fostering student achievement (Munna, 2021). This theory is crucial for addressing quality gaps in Moroccan education since leaders who mentor teachers, implement practices, and monitor learning outcomes impact students’ achievement. In this regard, instructional leaders must be creative to support teachers and learners effectively. Last but not least, distributed leadership challenges the traditional notion of leadership as a role that is concentrated in a single individual; rather, it asserts that leadership responsibilities are shared across multiple members, the thing which encourages collaboration and collective responsibility (Bolden, 2008).

Effective and Successful Leadership in Education

Since leadership is viewed as a major aspect in boosting education effectiveness, the quality of the learning/teaching cycle rises to the surface with certain needs for subsequent success (El Bakkali, 2022). These accomplishments, which Geoff Southworth (2017) defines as parental involvement, teaching quality, as well as school leadership, result in effective performance via which school leaders promote their strategic objectives in a variety of ways. That is, excellent school leadership is achieved by the application of contextual skills toward specific goals, rather than through the application of a monolithic practice or vision. (El Bakkali, 2022)

While it is commonly recognized that leadership makes a difference, the leaders’ impact is challenging due to their indirect influence; they operate with and through others, most notably their teacher colleagues (2017). In spite of the differences in these approaches to school reform, their success relies on the motivation, responsibility, as well as capacity of their style of leadership. Accordingly, Southworth argues that in some systems, principals do not appoint teaching staff, ensuring that leadership is sensitive to contexts, where leadership development activities reflect local circumstances (2017).

To this, school administrators should endeavor to empower other educational stakeholders and give appropriate support for improvement initiatives. This reflects the way good leadership fosters diversity in school reform, resulting in significant impacts on the school programs and learning styles. Leadership decisions are based on a core principle that echoes the success of students’ learning. Smith (2016) believes that because of the hectic daily activities in schools, it is simple for administrators and instructors to fall into the habit of discovering the easiest and fastest methods to accomplish tasks, and thus, relying on what is most convenient (p.74).

Through increasing people’s knowledge of a multiplicity of leadership approaches through communication, interaction, and reflection with peers in educational settings, effective leadership in schools demands acquiring and improving skills while approaching leaders’ roles in preparing, training, and developing other school instructive actors (El Bakkali, 2022). This includes actions of mentoring and coaching by school leaders who have a track record of accomplishment. This demonstrates how important leadership is in schools and how important it is to reconsider each individual’s potential energy by broadening their participation skills in class. According to Southworth (2017), identifying leadership skills should be considered a part of every school’s responsibility.

As leaders guarantee good educational leadership in students’ learning, school reform attempts seem to be obvious on how leadership works, and how important these styles are in supporting students’ learning as basic ingredients of successful leadership. Using leadership in this cycle demonstrates that investing in leadership is a path to large-scale educational progress that benefits future generations. As a result, educational leadership enables leaders to establish learning environments as effective organizations that maintain as well as enhance principals, administrators, teachers, and students’ performance (El Bakkali, 2022). In this respect, Leithwood et al. (2017) contend that specific practices commonly related to this set of fundamentals include empowering academic settings’ cultures, modifying organizational structures, and developing cooperative procedures; these actions believe that the objective of redesigning organizational structures and cultures is to make organizational members’ effort easier and that the malleability of structures is in need to match the changing nature of the organization (p. 9).

Teachers’ participation in the school decision-making process, mainly pledges to socialize with parents in a broad range of potentially powerful communities that influence the effectiveness of students’ learning, stands as a key principle which produces effective school circumstances within school leadership (El Bakkali, 2022). For teachers, major conditions are recognized to have an impact on student learning, which includes cultural traits, where opportunities for professional development are matched with learning environment values and rules through managing leadership style (Mulford 2003). Teachers’ roles in educational leadership effectiveness are determined by school systems and other driving variables. Their pedagogical content knowledge demonstrates inspiring evidence of their professional community via establishing a substantial professorate where evidence demonstrates that students’ learning progresses through the use of various instructional practices and the involvement of other school leaders. Principals and headmasters, at best, school managers, are often in charge of administering instructors’ accomplishments through students’ cyclic inclusion.

Challenges of Leadership in the Moroccan Educational System

As previously noted, the Moroccan educational system has failed miserably in numerous stages at various levels, with strong leadership as a technique of school improvement receiving little attention. By the same token, the Moroccan government has taken no basic steps to take serious action in this area. Initiatives are essentially theoretical, with hundreds of potential concepts and questions left unanswered, much as policymakers have not prioritized this area as a primary precedence. The areas that receive only minimal attention are adequate technology integration, effective teacher training, and relevant syllabus design. The majority of schools lack technology gadgets that could engage learners in a motivational arena through the use of audiovisual technologies to boost learning. In terms of the instructor’s role, which is a critical component of the educational process, teacher preparation is still inadequate and ineffective. The learning process will be productive if the teacher is effective; otherwise, the entire educational system turns chaotic.

If the education system is given importance by officials in the education field, improvement in school performance and leadership can contribute to the improvement of practically all public sectors and help shape a positive image of the country’s identity. This would boost students’ educational achievements, and by providing good leadership in this area, the entire Moroccan civil society would be more directly involved in educational reform. Improving the quality and inclusivity of the educational system would improve youngsters’ prospects in the job market and equip Morocco with a better-trained and productive labor force, along with contributing to mitigating the risks of radicalization and irregular migration (Fakoussa, & Kabis-Kechrid, 2018). For this purpose, the report strongly advocates more collaboration as well as the transfer of knowledge among all players involved in the academic sector. Accordingly, the government of Morocco should allow civic society to participate in more focused decision-making procedures involving immigration policies, which is an essential step toward meeting the desires and requests of migrants as well as improving their human rights situation in Morocco (Fakoussa, & Kabis-Kechrid, 2018). 

Policy and Reform Failures in Moroccan Education

Many years of “chaotic” strategic vision planning have failed to establish leadership in Moroccan educational efficacy. The idea of adopting the French educational system and/or ignoring the Anglophone educational system has sparked debate over which educational system should be followed. Attempting to promote a national identity while maintaining a smooth openness to various cultures in school curricula continues to be a problem that plagues debates about education, sometimes leading to stagnation. Budgeting sufficient resources for education reform, with teacher training as the central theme, has been circling without meaningful input. Reports, research, seminars, and conferences addressing key issues have resulted in unanswered questions. El Bakkali (2020) contends that Middle East Online (Meo) conducted a study in 2017, which has examined the multifarious problems and difficulties of the Moroccan public education system. This study shows that the urge to analyze multiple chronic challenges in the Moroccan educational system has structured serious flaws that have governed the center of national concern. Particularly, it focuses on the problem of large classes in schools, both at the primary and secondary levels, which is not only degrading the system but also posing a major barrier to school performance. Accordingly, most educational institutions fail to reach the paramount objectives of quality education.

Today, the key flaw of Morocco’s educational system is the failure to prioritize this sector (Fakoussa, & Kabis-Kechrid, 2018). When compared to countries with alike social, economic, as well as demographic features, and despite various reforms over the last two decades, Moroccan education remains woefully inadequate, ranking very poorly in many disciplines. According to Fakoussa and Kabis-Kechrid (2018), 79% of the literacy of Moroccan students was below the low standard in 2011, implying that four out of five learners are near illiterate. For example, in mathematics, this number was 76 percent, indicating that three out of four learners do not know the subject. According to Fakoussa & Kabis-Kechrid (2020), most of these deficiencies stem from a lack of educational innovation, poor curriculum quality, weak governance, and, most importantly, a lack of synchronization among stakeholders, namely the Ministry of National Education, Preschool and Sports, schools of the public sector, civil society organizations, funding institutions, instructors, learners, in addition to families. These issues reflect the cumulative outcome of decades of educational experience, which has revealed the failure of numerous “strategic reforms” that have cost 43 billion as far as the Moroccan Court of Auditors is concerned (Fakoussa, & Kabis-Kechrid, 2018). According to the current study, another deficiency at stake, in this sector, is the difficulty of civil society organizations in creating networks and collaborations to act as qualified and recognized partners, making it, thus, difficult for the Ministry of Education to communicate and coordinate with civil society because they lack the organizational, economic, and functional resources to share their best practices (Fakoussa, & Kabis-Kechrid, 2018).

Even after various reforms, the Moroccan educational system faces serious challenges, since school achievements and success remain miserably insufficient. Most school curricula focus on traditional values, mainly adhering to the same political and ideological boundaries, and lack a considerable spirit of openness. Most teachers appear prone to the everyday teaching cycle due to a lack of solid pedagogy and didactics training. Many students are delivered to the job market with insufficient transferable skills and, as a result, are unemployed. When highlighting the importance of school, mainly advanced by bureaucrats, and the National Charter for Education and Training’s failure, which led to what is referred to as the Emergency Plan, some forms of educational disappointments, such as the failure of the ministry to live up to its hopeful prospects, are prominently presented. Accordingly, the implementation of this program relies on a “project” approach, which prioritizes placing the learner at the core of the education and training system along with its supporting elements (El Bakkali, 2020; Harrizi, 2012). In other words, the program’s designers intended for the Emergency Program to represent a departure from previous practices by embracing this new and innovative Project Approach.

Other flaws have been found in the Emergency Plan, including the lack of a contractual and participatory approach in its implementation, as well as a lack of transparency in financial matters, which led to its inevitable deficiency (El Kaidi 2018). Accordingly, and following the failure of the Emergency Plan, the Supreme Council for Education and Training, Scientific Research launched a new strategic vision for educational reform in 2015, which now extends to 2030 and demand the creation of a new system of education based on equality, equity, chance, and quality for all, with individual as well as societal advancement (El Bakkali, 2020). Though this looks promising, it faces the same obstacles as the others, raising questions about drastic transformations that require policymakers to propose new, serious actions and visions.

After successive governments have introduced the Emergency Plan, the Supreme Council for Education, Training, and Scientific Research, and the Council of Education’s “Strategic Vision for the Reform of the Moroccan School” in recent years, the implementation of structural adjustments to rise access to education to improve the education system has remained blatant in terms of unpromising results that eventually yield to few solutions (El Bakkali, 2020) Following this, Morocco, according to a 2015 World Economic Forum report, is ranked 101 out of 140 nations in terms of educational quality (El Amraoui 2018). As a result, a 2014 UNESCO survey placed Morocco as one of the 21 worst countries worldwide for education, with more than half of public school students failing to gain basic reading and math abilities (2018).

Socio-Cultural and Linguistic Barriers in Moroccan Education

These flaws in the public school system primarily reflect growing social disparities, which have been exacerbated by the expense of private sector schools.  As high-income families increasingly choose to pay for better services, the quality of education for those who depend on free public schooling is placed at greater risk. Another concern highlighted by this study involves a new proposed education charter by the government, which seeks to end the universal provision of free education. Although the charter maintains free access to preschool, primary, and secondary education for all Moroccans, it introduces registration fees in high schools and universities for middle and high-income families. Yet, this proposal sparked outrage among parents and some NGOs, as they view it as an infringement of the fundamental right to free education in Morocco.

Another problem is the French language, which was first introduced as a colonizer’s language and shaped different administrative and school sectors. It has always been one of Morocco’s educational concerns, posing difficulties for English to thrive. From establishing the French protectorate, Francophone policies have had a significant impact on North African culture, as well as the language is regarded as more sophisticated and modern than Arabic. Francophone policy, promoted by postcolonial administrations, contributed to the formation of a divided nation characterized by conflicting ideological and political orientations. Even though it promoted French as a dominant language of modernity and administration, conservative parties and religious figures advocated for Arabization as a means of preserving national identity and cultural authenticity. According to prevailing political agendas, the conservative model of language policy in Morocco is grounded in the theoretical assumption that multilingualism poses an important barrier to political and economic development (Zouhir, 2014). Therefore, this theoretical framework supports the implementation of Arabization, considering it a necessary element that fosters Moroccan unity, wherein one of the political motivations behind the Arabization aims is for all Moroccans to speak Arabic, while local Berber languages will be phased out.

Human Capital Deficit in Moroccan Education: Teachers, Parents, and Students

One of the major concerns for the development of educational leadership is the teacher, who is mainly considered an important element in the teaching/learning cycle. In this regard, teachers have long been blamed as the primary pedagogical agents responsible for the Moroccan educational system’s failure to address and overcome the majority of classroom learning issues. Most instructors seem to fall short of serving as facilitators, supporters, mentors, or providers of the essential skills which define contemporary approaches and techniques to teaching and learning for students, just as they are seen to be far from becoming classroom leaders. With the Moroccan educational system continuing to fail, it is considered that certain teachers are underqualified in educational sciences, pedagogy, and didactics, rendering them ill-equipped to effectively manage a variety of classroom learning situations.

Parents are also held responsible for this failure, as their upbringing and social environment, often marked by negative attitudes, have negatively affected the educational environment. Likewise, it is argued that students consequently lose focus and motivation, hindering their ability to acquire knowledge and develop new learning techniques, skills, and strategies that can develop their capabilities (El Bakkali, 2020).

Perspectives of Educational Advancement in Morocco

With the idea to advance the country forward by sharpening leadership skills in the education sector, new venues have cropped up as important focal initiatives. To this end, ideas on Moroccan school effectiveness necessitate significant measures and serious state goals. According to Fakoussa and Kabis-Kechrid (2018), a participatory approach must be implemented to draw from field experience, particularly from Non-governmental Organizations (NGOs), which embody a serious link in the educational value chain whose innovative approaches are important for any ambitious yet realistic reforms to achieve the strategic vision (2015-2030) objectives (p. 40). Accordingly, the considerable management of NGOs, parents, teachers, and the Ministry of Education tends to lead to working on projects and tasks that merely reflect the intended reform. As a result, an effective framework is required to identify and disseminate best practices implemented by NGOs with the most relevant stakeholders, who accompany them in the replication process, whether by NGOs or public authorities (Fakoussa and Kabis-Kechrid, 2018). Along with this, stakeholders act pragmatically, which requires a mental shift among public agencies such as the Ministry of Education, particularly in terms of bureaucracy and decision-making. Accordingly, all educational stakeholders should make every effort to introduce the most convenient updates, which necessitate enough training about the modules of skills of leadership styles (Fakoussa and Kabis-Kechrid, 2018).

Other steps have been conducted with sufficient zeal to bring tangible actions to the fore, particularly those significant acts that fall under the umbrella of recent charts and laws. El Kaidi (2018) claims that the Supreme Council for Education, Training, and Scientific Research (NCET), which was established in 2000 under the auspices of King Mohammed VI, declared the decade 2000-2009 to be the “Decade of Education,” and that many officials ranked educational reform as the country’s second most important priority. To this, many Moroccans had great hopes for the NCET because it was carefully researched, well-thought-out, and implementable, unlike past changes that were imposed on the school system in Morocco without input or in-depth study. These actions would eventually alter the country’s pathway in the coming years by rethinking standard reform ideas. It is becoming an urgent matter to demand the implementation of comprehensive policies to meet the country’s socioeconomic aspirations, which are necessary for both the country’s education and its development and stability (El Bakkali, 2020).

One of the major challenges facing educational leadership in Morocco is the integration of English as the primary language within the national educational system. To enhance the quality of education, one important step is the broad adoption of English in academic settings. This move reflects a multilingual state’s response to the demands of globalization (El Kaidi, 2018). Many institutions have recently advocated the use of English in many sectors, as the language is gaining traction in Morocco. As the importance of English in business in Morocco grows, there has been a massive interest in learning the language in various educational institutions. As a multilingual country shaped by social, cultural, economic, and political factors, integrating English as the dominant language in its educational system, to drastically reduce the space of French in education, has become crucial to educational reform and national development (Zouhir 2014).

RECOMMENDATIONS

Following the literature review, leadership proves to be more effective when implemented in an integrated paradigm, through mere collaboration with educators, students, parents, and civil society organizations, and school leaders who can successfully implement and integrate new models in modern education.

Following the leadership style of effective education, various conclusions may be derived to maintain serious developments in this sector, paving the way into the global landscape of both education and business. Several interconnected layers must be highlighted for the Moroccan education system to follow effective leadership paradigms in education. The country’s paramount purpose should promote the educational sector through its government-led initiatives. This involves revising curricula and pedagogical frameworks, enhancing teacher training programs, and addressing the role of parental upbringing and the contribution of civil society organizations. All these components are deeply interrelated (El Bakkali, 2020).

Policymakers should put the recommendations of recent councils, particularly the Supreme Council for Education, Training, and Scientific Research, into practice by following the written guidelines, some of which have already been discussed in this paper. They must take steps to put the most effective educational theories into practice. The government should make this a priority by improving communication with educators and civil society organizations, as well as providing adequate structure for good education. Furthermore, political parties should work outside the ideological spheres that stifle efficiency in this sector.

As a result, educators, as the primary body in the educational domain, should reevaluate old approaches to the learning/teaching cycle by presenting new pedagogy options; a pedagogy that promotes successful triangle collaboration among all pedagogical actors. The latter should be held accountable for the curriculum that can be updated throughout, incorporating an openness philosophy into the globalized world where modern languages, sciences, and cultures are offered opportunities. School activities, therefore, should serve as a springboard for a new generation (El Bakkali, 2020).

Because the teacher is at the center of this cycle, he or she should receive ongoing training to ensure a professional career that aids in bringing students up to educational standards. Teachers should be exposed to the most up-to-date teaching methods and approaches, allowing them to update old teaching methods and, as a result, bring learners to a state of good citizens who can use their transferable skills in the form of tasks and projects (El Bakkali, 2020). As a leader, the teacher’s role is to figure out the best ways to interact with students and, increasingly, take diverse learning styles into account, by doing so. By evaluating the particular needs of each student, the teacher must be able to employ a variety of communication strategies to meet the diverse needs of learners.

Furthermore, effective education leadership can be achieved by civic society organizations playing a significant role in this sector by collaborating with all educational actors. This collaboration entails bridging the gap between the body of pedagogy and government departments in various locations, particularly through improving communication and providing alternative educational options (El Bakkali, 2020). Similarly, parents should play an important role in guiding their children toward a leadership atmosphere that is full of inspiration and motivation. Parental rearing would ensure a mix of education at school and home that molds a student’s learning by being a helping hand in their learning journey with enough true inspiration (Perlis, 2021).

CONCLUSION

In conclusion, several investigations and analyses have asserted that integrating leadership models into the educational sphere is a pressing need. Through an extensive analysis of leadership literature, it has become clear that leadership styles play a crucial role in improving educational outcomes and establishing a positive school culture by preparing students to be future leaders in business and communication. Major importance should be given to effective leaders who can successfully manage school resources by recognizing and leveraging human potential.

In the Moroccan context, school development requires dynamic leadership styles that significantly influence the teaching and learning process in addition to exerting a dual impact on both teachers and students. Teachers who demonstrate full commitment to their students play a vital role in enhancing learning. Through such dedication, they not only support students’ development but also contribute in shaping future leaders and fostering a positive and transformative school culture.

FUNDING

This work received no external funding.

Institutional Review Board Statement

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Conflicts of Interest

The author declares no conflict of interest.

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