Governance and Organisational Innovation as Drivers of Educational Quality: A PLS-SEM Analysis of the Moroccan Education System

Abstract

Background: Despite various reform efforts, the Moroccan education system continues to encounter persistent structural challenges. In a global landscape that demands enhanced educational performance and quality, the specific roles of governance and organisational innovation remain underexplored, particularly in developing nations.

Objective: This study investigates the impact of governance and organisational innovation on the performance and perceived quality of Morocco’s education system. It specifically examines the mediating role of system performance in the relationship between governance, innovation, and quality.

Methodology: A structured questionnaire utilising a Likert scale was administered to 223 teachers across various educational levels and regions in Morocco. Data analysis was conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM) via SmartPLS to evaluate construct validity, measurement reliability, and structural relationships.

Results: The findings indicate that governance exerts a significant direct effect on system performance, which subsequently influences perceived quality. Organisational innovation was found to contribute indirectly to quality by strengthening governance frameworks and, by extension, enhancing system performance. The results underscore the critical importance of mediating effects in successful educational transformation.

Conclusion: Educational performance and quality are determined by interdependent factors where governance serves as the primary driver of improvement. While the impact of organisational innovation is indirect, it remains vital for fostering the effective governance necessary for high-quality educational outcomes.

Unique Contribution: This research provides an integrated theoretical framework demonstrating how governance and innovation collectively influence educational quality through the lens of system performance. These insights offer a scalable model for other developing countries facing similar structural educational hurdles.

Key Recommendation: Policymakers should institutionalise innovative governance practices, including digitalisation, enhanced stakeholder participation, and robust change management. Furthermore, the study suggests supporting local-level experimentation and continuous professional training to ensure sustained improvements in educational quality.