GENDER AND PROFESSIONAL DEVELOPMENT: ATTITUDES OF MOROCCAN EFL TEACHERS

 DOI: 10.5281/zenodo.19370558

 

Lahcen Tighoula,

Sultan Moulay Slimane University

Tighoula.Lahcen.phd@usms.ac.ma

 

Bendaoud Nadif (* Corresponding author)

Higher School of Education and Training, Sultan Moulay Slimane University, Morocco

https://orcid.org/0000-0001-6278-1808

Email: b.nadif@usms.ma

ABSTRACT
This 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.

Keywords: Gender, habitus, teacher collaboration, teacher professional development.