Transformational and Democratic Leadership in Moroccan EFL Classrooms: Teachers’ Perceptions, Practices, and Challenges

Abstract

This study examines the perceptions of Moroccan high school English teachers regarding leadership, specifically transformational and democratic leadership, teaching practices, and challenges in the provincial directorate of education and training, Sefrou, Morocco. The objectives of this study are threefold: (1) to explore teachers’ perceptions of democratic and transformational leadership; (2) to identify teaching practices aimed at enhancing students’ leadership skills; and (3) to uncover the challenges that teachers face while exercising their leadership. A quantitative approach and survey design were used to collect data from 56 high school English teachers. The findings indicate that teachers perceive themselves as transformational and democratic leaders in their classrooms. Furthermore, the majority of high school teachers make use of some classroom activities such as classroom presentations, debates, discussions, and team projects to improve student leadership. However, it was surprising that a significant number of teachers rarely or never engage students in leadership activities such as organizing service projects, encouraging journal writing, and assigning case studies. Moreover, the results of this study reveal some serious challenges faced by teachers while practicing their leadership roles, namely the top-down approach of the Moroccan educational system, limited investment in the field of education innovation, and lack of teacher training in the field of teacher leadership. This study concludes with implications, recommendations, and suggestions for further research to find effective ways to improve leadership in the EFL classroom.