Systems of Support for Teachers` Collaboration and Leadership: EFL Teachers´ Experience in Morocco

• Mohammed Elmeski ^[1] ; Nour-Eddine Laouni ^[2] ; Aabla Biqiche ^[3]
  1. [1] The Nordic Center for Conflict Transformation
  2. [2] Regional Center for the Professions of Education and Training
  3. [3] Moulay Ismail University

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• Localización: Teacher Leadership in International Contexts / Charles Webber (ed. lit.), 2023, ISBN 978-3-031-25763-6, págs. 143-170
• Idioma: español
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• Resumen

  • This chapter investigates collaboration and leadership among teachers in Morocco. Teacher collaboration is a strong predictor of collective efficacy and an enabler of student learning (Goddard et al., Teach Coll Rec 109(4): 877–896, 2007; Goddard et al., Am J Educ, 121(4): 501–530, 2015; Vangrieken et al., 2015). Nonetheless, in Morocco, we know little about how teachers co-facilitate quality learning and the extent to which they collaborate to sustain effective and impactful practice.Using the lens of professional learning communities (PLCs), we examined the extent to which collaboration is a trait of teachers’ professional practice, the alignment between collaboration and PLCs, collaboration and teachers’ leadership, and the enabling and inhibiting factors influencing teachers’ collaboration. The researchers administered a survey to 554 secondary school teachers of English. The results indicate that 73% of teachers reported involvement in collaboration. Compared to those who were not involved, teachers who reported collaboration have higher self-efficacy and more favorable ratings of PLC practices in their schools. They also reported more teacher leadership behaviors. For barriers to collaboration, rigid scheduling, lack of a collaboration framework, and schools not providing opportunities for collaboration stand out as the most named impediments.