An Exploration of Moroccan EFL Teachers' Perceptions of the Importance of Action Research: A Case Study of High School Teachers in Morocco
Authors
محمد لزراق لزراقFiles
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Journal
Published in Vol. 4 No. 3 (2025) of International Journal of Psychological and Educational Research.
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The International Journal of Psychological and Educational Research welcomes all researchers in the field of its scientific and research interest, and invites them to make a distinguished contribution to the production of knowledge in all its forms, aspects and trends, and to develop research in line with the development of the times and its technical progress, and in line with the goals of the journal, its mission and vision.
About the JournalAbstract
This study explores Moroccan EFL high school teachers' perceptions of the necessity of action research, with a focus on their knowledge, engagement, and the challenges they face in its implementation. The research aims to assess the extent of teachers' familiarity and practical involvement in action research, and to identify the main obstacles limiting their participation. A triangulated data collection approach was employed to ensure depth, validity, and reliability. Despite recognizing its value in addressing classroom challenges, improving teaching practices, and fostering professional growth, most teachers prefer consulting colleagues or relying on external solutions over conducting their own research. Key barriers identified include lack of motivation and institutional support. The study concludes that meaningful promotion of action research among Moroccan EFL teachers requires pedagogical, practical, and financial support to overcome existing constraints. These findings support the study's initial hypotheses.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
