EFL TEACHERS' PERCEPTIONS OF SCHOOL VIOLENCE IN MOROCCAN SECONDARY EDUCATION: AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS

Abstract

This study investigates Moroccan high school English as a Foreign Language (EFL) teachers’ perceptions and definitions of school violence, utilizing semi-structured interviews with a purposive sample of twelve participants representing various regions in Morocco (75% male, 25% female). All participants provided informed consent, and each had direct or indirect experience with school violence. The research builds upon an emerging but still limited literature on teacher-targeted violence, which is recognized globally as a pressing issue with implications for educational outcomes, teacher well-being, and school climate. While studies in Western and Asian contexts have identified family structure, administrative support, student behavior, and societal influences—including media and substance abuse—as key determinants of in-school violence, research in North Africa, and particularly Morocco, remains scarce. This study seeks to address this gap by focusing specifically on EFL teachers in Moroccan secondary education, whose perspectives are underrepresented in current scholarship. The primary objectives are to: (1) explore how EFL teachers perceive, define, and recognize student-initiated violence; (2) identify and analyze the underlying factors contributing to violent behaviors directed at teachers, such as family neglect, administrative shortcomings, juvenile delinquency, substance abuse, and the influence of social media; and (3) propose actionable measures to mitigate both the physical and psychological consequences of such violence, including strengthening disciplinary policies, enhancing parental engagement, improving teacher training, and increasing awareness through media and school initiatives. The research is guided by the following questions: How do EFL teachers conceptualize and interpret student violence? What are the main causes behind student violence toward teachers in Moroccan secondary schools? How do teachers make sense of and respond to these incidents? By situating this inquiry within the wider literature and emphasizing the local context, the study contributes to a deeper understanding of teacher-targeted violence in Moroccan schools—an area that remains underexplored. By employing Interpretive Phenomenological Analysis (IPA), the study provides nuanced insights into teachers lived experiences and sense-making processes. Findings will inform educational stakeholders and policymakers about the realities faced by EFL teachers and support the development of effective prevention and intervention strategies to foster safer school environments (Baghit, 2026b).