GENDER AND PROFESSIONAL DEVELOPMENT: ATTITUDES OF MOROCCAN EFL TEACHERS

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.