Mohammed Bougroum

Type of the article: Research Article

Educational reform in Morocco continues to face persistent challenges related to learning outcomes, territorial disparities, and the limited effectiveness of centralized policy instruments. In this context, participatory governance at the school level has emerged as a potential lever for improving school effectiveness. This study examines how the internal participatory mechanisms embedded in the Integrated School Project influence teachers’ perceptions of effectiveness in pilot schools. The analysis is based on data collected through a self-administered questionnaire distributed to teachers involved in the project in the Marrakech-Safi region between early June and late July 2025. Out of 420 questionnaires administered, 357 were retained after quality control. Measurement constructs were validated using confirmatory factor analysis, and the empirical relationships were estimated using median quantile regression with robust standard errors to address non-normality and heterogeneous perceptions. The results show that perceived effectiveness increases significantly when school action is structured around collective prioritization of objectives, inclusive working groups, clear assignment of responsibilities, and strong methodological rigor. Institutionalized decision-making spaces and teachers’ involvement in concrete pedagogical choices also exert a positive effect. In contrast, collaborative project co-design and the formal documentation of collective decisions do not significantly influence effectiveness, while shared diagnosis has a more moderate impact. Overall, the findings indicate that participatory governance improves school effectiveness only when it is operationalized through structured and stable mechanisms rather than symbolic participation, with important implications for strengthening guided school autonomy in Morocco.