Abstract
In November 2021, the Moroccan government launched a new educational policy restricting the age for teachers’ recruitment in Moroccan public schools, bringing the age down to 30, which caused a lot of controversy and disagreements among Moroccan student teachers. The aim of this study was to investigate teachers from Moroccan public primary and secondary schools, as well as student teachers’ perspectives regarding this policy, including their understanding of and their support for the policy, their opinions about the aims of the policy, and finally their viewpoints regarding the influence of the policy on teaching job opportunities. The study used a mixed methods research design, through an online descriptive survey questionnaire containing closed-ended questions and one open-ended question, which was distributed through social network. 90 responses from student teachers and 63 responses from teachers were received. Answers showed that both student teachers and teachers want to see a better education system and a better teaching quality all over the country, no matter the difference in their opinions and ideas. The majority of student teachers, regardless of their age, as well as teachers, do not really support the policy and do not believe in its aims as highlighted by the government. However, even if minor, there are also some positive viewpoints regarding the policy. More particularly, teachers’ responses are slightly more positive compared to student teachers' opinions.
Author Information
Bouchra El Oraiby, Southwest University, China
Paper Information
Conference: IICE2024
Stream: Educational policy
This paper is part of the IICE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Oraiby B. (2024) Age Limit for Teachers’ Recruitment in Moroccan Public Schools: Investigation of Teachers and Student Teachers’ Perspectives About the Policy ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.43
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.43
Comments
Powered by WP LinkPress