The Reality of the Professional Educational Leadership Which Are Based on the Soft Skills From the Viewpoint of the Education and Formation Women and Men- Guelmim-Oued Region Morocco as a Model

Objectives: The primary objective of this study is to examine the implementation of educational leadership based on soft skills by leaders of educational institutions in the Guelmim-Oued Noun region of Morocco, as perceived by women and men in education and training. This inquiry is situated within the framework of transformational leadership outlined in the tenth commitment of the 2022/2026 Roadmap. Methods: Utilizing a descriptive analytical approach, the research involved administering a questionnaire covering eight domains related to soft skills: communication, time management, teamwork, planning, emotional intelligence, decision-making, problem-solving, and organizational skills. The questionnaire was distributed to a sample of 308 educators, both women and men, in the Guelmim-Oued Noun region. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) and a five-point Likert scale. Results: The findings indicate that the practice of educational leadership based on soft competencies is perceived as 'very high' in the areas of communication, leadership, and teamwork, with other domains registering as 'high'. Statistically significant differences were observed concerning the educational staff variable (teaching, administration), favoring teaching staff in communication skills. However, no statistically significant differences were observed based on gender or educational qualification levels. Conclusion: In conclusion, the study highlights the importance of soft skills in educational leadership and recommends the adoption of quality standards based on these skills in both initial and continuous training of administrative staff. The study suggests integrating soft skills criteria into the evaluation of the performance of heads of educational institutions and task assignments to ensure effective leadership practices in the region's educational landscape.