Assessing the influence of teacher leadership styles on motivation and academic outcomes among secondary school students

Abstract

The quality of teaching, teacher leadership style, student satisfaction, and academic outcomes collectively serve as crucial predictors of the competence of graduates and the overall success of educational institutions. This study aimed to investigate the significance of classroom and teacher leadership in the context of enhancing students’ motivation and academic achievements. Employing a quantitative approach via a questionnaire, the study focused on Moroccan EFL students, specifically targeting first- and second-year baccalaureate students majoring in physics and first-year experimental sciences at Al Ahd Al Jadid Secondary School in the Taounat region. The study’s findings revealed that a substantial 97.9% of participants favored transformational leadership, with 61% opting for transactional leadership, and a modest 14.2% choosing laissez-faire leadership. These results suggest that effective teachers may employ a combination of transformational and transactional leadership styles, depending on the specific circumstances and needs of the classroom. This study highlights the importance of flexible and adaptive leadership in education and its potential impact on students’ motivation and academic success.