Teachers' perceptions of the baccalaureate exam and their impact on curriculum implementation in moroccan high schools: a correlational study

This study relates to the impact of assessment practices on learning and teaching. It examines the influence of teachers’ perceptions of the national baccalaureate exam on their curriculum coverage in the context of Moroccan high schools, with a particular focus on communicative competence. Drawing on Canale and Swain's (1980) model of communicative competence, the study explores how teachers perceive the exam in relation to the broader goals of language learning and how these perceptions, in turn, influence their teaching practices. A quantitative methodology was employed, utilizing IMB SPSS Statistics software to analyze the data collected through a structured questionnaire filled by 113 EFL teachers. Three key findings emerge from the research. First, many Moroccan teachers hold a negative perception of the baccalaureate exam, viewing it as inadequate in assessing the full scope of communicative competence. Second, there is a significant correlation between teachers' perception of the exam and their curriculum coverage. Specifically, teachers who focus primarily on reading, grammar, and writing in preparation for the exam tend to neglect other areas, such as listening, speaking, culture, and learner autonomy. Finally, while most participants recognize the importance of these skills in language acquisition, they paradoxically fail to integrate them meaningfully into their teaching. This discrepancy highlights a potential gap in teacher training and professional development, pointing to the need for deeper reflection on how assessments can support comprehensive language teaching in Morocco's high schools. These findings have important implications for teacher training and curriculum design, suggesting that a more integrated approach to communicative competence is needed within both assessment practices and pedagogy.