Moroccan EFL Teachers’ Participation, Preferences, and Perceived Effectiveness of Online Professional Development

Abstract
The present study aims at investigating Moroccan EFL teachers’ participation in and attitude towards online professional development. It seeks also to examine teachers’ perceived effectiveness of online professional development by using a cross-sectional survey design. This design was supported with a questionnaire and a scale to collect data from a sample of (103) Moroccan EFL teacher. The data elicited was coded and analyzed quantitatively and qualitatively. The results of the study reveal that teachers in the Moroccan context are not fully engaged in online professional and they still exhibit higher preference to traditional forms of professional development. In addition, the results report that teachers perceive that online professional development provides effective content that is sustainable and access flexible. However, teachers also inform that online professional development is not active and collaborative in nature. Based on the results of this study a number of informed recommendations are directed to Moroccan English language teachers and policymakers.