Gender and Professional Development: Attitudes of Moroccan Efl Teachers
Year: 2026
Type: article
Study design: Observational Study
Abstract: ABSTRACTThis article explores how gender shapes Moroccan EFL (English as a Foreign Language) teachers’ attitudes toward professional development (PD). Drawing on a mixed-methods design, it combines data from an online survey of 87 teachers across Moroccan regions with qualitative insights from eight semi-structured interviews. The study examines general attitudes, perceived barriers, and gender-related dimensions of collaboration and leadership in PD. While statistical analysis revealed no significant gender-based differences overall, qualitative findings suggest female teachers experience unique socio-cultural pressures that subtly affect their engagement, leadership roles, and collaborative practices. Bourdieu’s concept of habitus and Hofer & Lembens’ model of teacher attitudes provide the theoretical underpinning. The findings raise critical questions about the inclusiveness of PD frameworks and the need for gender-sensitive planning in Morocco’s education reform. Recommendations are made for policymakers, teacher educators, and PD program designers.
Authors: Tighoula, Lahcen, Nadif, Bendaoud
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7146956828
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