Situated knowledge mobilized by Moroccan primary school principals in their daily work

Authors

  • insaf al-chikh School of Psychology and Educational Sciences , University of Geneva image/svg+xml
  • Prof. Judicaël Alladatin Department of Administration and Foundations of Education; Faculty of Education, University of Montreal, Quebec, Canada
  • Prof. Germain Poizat Faculty of Psychology and Educational Sciences , University of Geneva image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i2.105

Keywords:

School Leadership, Principals, Situated Knowledge, Morocco

Abstract

This study identifies and characterizes the situated knowledge constructed and mobilized by Moroccan primary school principals in their daily work. Grounded in the course-of-action research program, microphenomenological self-confrontation interviews were conducted with four principals in southern Morocco. Hexadic sign analysis revealed three categories of situated knowledge enacted through interactions with teachers, students, and parents. Unlike procedural knowledge tied to administrative routines, situated knowledge emerges through embodied, context-sensitive engagement and continuous adaptation to evolving situations. These findings contribute to African educational leadership literature and suggest that principal training programs should incorporate authentic professional situations rather than relying solely on theoretical transmission.

Author Biographies

  • insaf al-chikh, School of Psychology and Educational Sciences, University of Geneva

    Insaf Al‑Chikh is an educational researcher and PhD student at the Faculty of Psychology and Educational Sciences at the University of Geneva.  Her doctoral work focuses on the real‑world activity of primary school leaders in African contexts, particularly in Morocco, with a specific interest in school leadership, the complexity of everyday work situations, and the use of video‑based training environments for professional development.

  • Prof. Judicaël Alladatin, Department of Administration and Foundations of Education; Faculty of Education, University of Montreal, Quebec, Canada

    Judicaël Alladatin is a professor of educational administration and planning at the University of Montreal, has a multidisciplinary background in socioeconomics, sociology and demography, and education sciences. His current work focuses on the governance and planning of education systems, school leadership practices, educational technologies and AI, and the evaluation of training programs.

  • Prof. Germain Poizat, Faculty of Psychology and Educational Sciences, University of Geneva

    Germain Poizat is a full professor at the University of Geneva in the field of adult education and work analysis. He leads the CRAFT team (Design, Research, Activity, Training, Work) and conducts research in various social and organizational contexts (e.g., industries, crisis management, public services, the healthcare system, participatory democracy, etc.). His research primarily falls within the field of work and training analysis (while remaining open to other social practices).

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2026-05-30

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Vol. 2 No. 2: April-June 2026

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al-chikh, insaf, Alladatin, J., & Poizat, G. (2026). Situated knowledge mobilized by Moroccan primary school principals in their daily work. International Journal of Educational Innovations and Research, 2(2), 67-94. https://doi.org/10.63671/ijeir.v2i2.105

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