The Power of Distributed Leadership Styles in Education Practices: The New Challenges and Perspectives of the Moroccan School

During the last few decades, effective leadership research has been an area of growing interest, debate, and examination in many scholarly studies. Scholars such as Peter G. Northouse (1997), Catherine Barrett and Robert Breyer (2014), Bradley S. Smith (2016) have provided a host of reviews and studies in the realm of effective leadership with the purpose to demarcate the potential leadership styles, approaches, and insights into what constitutes effective leadership qualities in educational institutions. This paper aims at examining effective leadership in the educational context in Morocco. Specifically, it attempts to unravel the timely challenges facing the development and progress of leadership in Moroccan educational institutions. By the same token, it tries to discuss some perspectives which foreground potential advancements in the educational sphere. The paper adopts a meta-synthesis technique, whereby a special examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-synthesis method consists of articles, books, and any scholarly academic source related to school effectiveness with respect to leadership. Owing to its descriptive, diagnostic, and generative nature, this method allows the researcher to explore the wide-range of pitfalls and weaknesses which provide potential opportunities for alternative conclusions to be adopted in restructured and well-run approaches to leadership and school effectiveness. The major results and conclusions drawn from this paper are to be deeply and qualitatively discussed and analyzed.