Investigating the Professional Needs of Moroccan EFL Teachers for Quality English Language Instruction and Learning

Abstract

The present study's goal is to investigate the professional needs of Moroccan EFL teachers in order to enhance the effectiveness of their instruction and the learning results of students in second language. Data were collected between December 2021 and February 2022 using questionnaires among teachers of English working in Moroccan middle and high schools, in the Beni Mellal-Khenifra region. Found on previous studies, 28 variables, grouped into three subscales, were selected to assess the ELT teachers’ needs. Results showed that the majority of the respondents are interested in the themes suggested by the five supervisors operating in the regional academy. The overall total of teachers are either highly or moderately motivated to enroll in continuous professional development (CPD) events on didactics, teaching methods and techniques along with soft and study skills to enrich their teaching expertise within a well architected educational agenda. The most Moroccan EFL teachers’ prevailing professional needs have been identified, measured, contrasted, and addressed. This paper makes reference to current initiatives to provide more systematic, thorough, and research-informed professional development strategies in Morocco. Initiating transformation processes, tying EFL community professional demands to CPD at the regional and national levels is viewed as crucial to sustainability and support.