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Leadership and Values in Language Education - Al Akhawayn ...

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97Proceed<strong>in</strong>gs of the 27 th MATE Annual ConferenceSusta<strong>in</strong>able <strong>Leadership</strong> <strong>in</strong> <strong>Education</strong> :Whose responsibility is it?Said ElmouhtarimEnnour High School, Beni-MellalIntroduction<strong>Leadership</strong> is not a new concept. It took its way <strong>in</strong> the field of education yearsago, especially <strong>in</strong> Anglo-Saxon countries with the movement of schooleffectiveness. So, what is leadership? What are the components <strong>in</strong>volved <strong>in</strong>school leadership? What is susta<strong>in</strong>able leadership <strong>and</strong> what are its pr<strong>in</strong>ciples?And whose responsibility is successful susta<strong>in</strong>able leadership? These are the ma<strong>in</strong>issues I will deal with <strong>in</strong> my paper.What is leadership?Hundreds of def<strong>in</strong>itions have been given to this concept. Malcolm. J. Richmon<strong>and</strong> Derek .J. <strong>Al</strong>isson, for <strong>in</strong>stance, expla<strong>in</strong> that leadership has been thought of“as a process of exercis<strong>in</strong>g <strong>in</strong>fluence, a way of <strong>in</strong>duc<strong>in</strong>g compliance, a measureof personality, a form of persuasion, an effect of <strong>in</strong>teraction, an <strong>in</strong>strument ofgoal achievement, a means of <strong>in</strong>itiat<strong>in</strong>g structure.” Another def<strong>in</strong>ition ofleadership was suggested by George. R. Terry, who successfully described it asan activity geared towards <strong>in</strong>fluenc<strong>in</strong>g people to strive will<strong>in</strong>gly for group goals.”The key term <strong>in</strong> both def<strong>in</strong>itions above is that leadership is a process ofexercis<strong>in</strong>g <strong>in</strong>fluence which <strong>in</strong>volves recognition of a purpose, for example theneed to change or create someth<strong>in</strong>g. It also <strong>in</strong>volves communication, <strong>in</strong>teraction,will<strong>in</strong>gness to participate <strong>and</strong> many other jo<strong>in</strong>t <strong>and</strong> synergy-based actions. Schoolleadership, on the other h<strong>and</strong>, is the “activity of mobiliz<strong>in</strong>g <strong>and</strong> empower<strong>in</strong>gothers to serve the academic <strong>and</strong> related needs of students with utmost skill <strong>and</strong><strong>in</strong>tegrity.” (Stuart .G. Smith & Philip, K. Picle). The ma<strong>in</strong> focus of schoolleadership, by implication, is the improvement of teach<strong>in</strong>g, learn<strong>in</strong>g <strong>and</strong>consequently students’ achievement.Components <strong>in</strong>volved <strong>in</strong> school leadershipManag<strong>in</strong>g school change is a critical issue <strong>and</strong> its improvement is a very complextask to undertake by school leadership. In fact, for school improvement efforts tobe successful, teachers, parents, community <strong>and</strong> bus<strong>in</strong>ess partners, adm<strong>in</strong>istrators<strong>and</strong> students must share the various leadership functions. It is clear that there are

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