Teacher Leadership in the Moroccan Context: Perceptions and Practices

Abstract

This chapter investigates the perceptions and practices of teacher leadership among Moroccan teachers of the English language. It is part of a multi-stage mixed-method study that aimed to investigate the practice and impact of teacher leadership among English Language Teachers (ELT) in Morocco. Data were collected through a survey questionnaire that was administered to 112 Moroccan ELT teacher leaders. Findings from this study indicated that perceptions of teacher leadership differ among Moroccan ELT teacher leaders. Some ELT teacher leaders tend to acknowledge their leadership, while others still hesitate to refer to themselves as ‘leaders’. Findings from this research also revealed the diversity and complexity of leadership practice among Moroccan ELT teacher leaders. Results showed the potential of teacher leadership to impact teacher professional learning. However, this impact is dependent on the professional learning and leadership opportunities provided for teachers. This research draws several implications: First, teachers need quality professional learning and leadership opportunities to grow and develop as leaders. Second, teacher leadership needs to be recognised and encouraged at the system level as well as nurtured at the grassroots. Third, teacher leadership should be sustained through supportive culture and structures.