Towards a Teacher Leadership Model in the Moroccan Dynamic Classroom Environment: Authentic Leadership

Abstract

The achievement of positive outcomes in the classroom is not solely dependent on the acquisition of subject expertise and a strong foundation in pedagogical understanding but also on the ability to inspire, motivate, and provide guidance to students. The utilization of the Authentic Leadership (AL) model is proposed as a framework to establish a systematic approach for inspiring others and linking the principles of teacher leadership to the core principles of English Language Teaching (ELT). The AL framework comprises two fundamental concepts, namely authenticity and leadership. The distribution of an inquiry to instructors through social media was facilitated by employing a Google Form. A sample of 50 English teachers hailing from various cities in Morocco responded to the questionnaire. Considering the feedback that participants provided, it can be inferred that teachers possess a subconscious understanding of the various dimensions associated with authentic leadership. However, they encounter numerous obstacles when attempting to incorporate these dimensions into their instructional practices within the classroom setting. This study proposes the establishment of an additional tier within the educational framework of Moroccan schools. The primary objective of this tier is to offer a comprehensive program of professional development for teachers, with the aim of enhancing their pedagogical skills as well as their psychological well-being. This would be achieved through the implementation of the AL model in a systematic manner.