October 23, 2025

An Exploration of Moroccan EFL Teachers' Perceptions of the Importance of Action Research: A Case Study of High School Teachers in Morocco

Key Points

Implementation barriers hinder effective action research among teachers, impacting professional growth.
Teachers recognize action research's value but often prefer external solutions, showing lack of motivation.
Analysis utilized a triangulated data collection approach for depth and reliability.
Findings imply significant institutional support is essential for teachers to overcome identified challenges.

Abstract

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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