Novice vs. Experienced Teachers: A Quantitative Analysis of Attitudes Toward MOOCs for Professional Development Among Moroccan EFL Educators

Abstract

The rise of Massive Open Online Courses (MOOCs) has transformed how teachers approach professional development worldwide. Yet in Morocco's English as a Foreign Language (EFL) context, their adoption and effectiveness remain understudied. This study examines EFL teachers’ attitudes toward using MOOCs for continuous professional development, specifically comparing the perspectives of novice teachers versus veterans. Going into this research, it was assumed that there would be a clear distinction. To test this, an independent samples t-test was used to compare attitudes between the two groups. Surprisingly, the findings challenged these assumptions. The data showed no meaningful statistical differences in how the two groups perceived MOOCs for professional growth. This unexpected result suggests that factors beyond teaching experience influence teachers’ willingness to use these online learning platforms. These findings indicate that one-size-fits-all approach to professional development may not work. Instead, the results offer valuable guidance for administrators, policymakers, and teacher educators working to integrate digital learning tools into professional development strategies in Morocco and similar contexts.