Contextual Factors, Personality Traits and Moroccan EFL Teachers’ Informal Learning: A Correlational Study

Most studies in the field of teachers’ education have focused solely on formal aspect education. Furthermore, research that has been done informal learning workplace, though significantly limited (Fraser, 2010; Kwakman, 2003), is primarily qualitative with small sample sizes. With this being said, it should be noted and not viewed as dichotomized mutually exclusive. They instead a continuum, equally important complementary. Recently, workplace gaining more attention. This study, therefore, aims to contribute growing area by investigating interrelation between contextual factors, personality traits Moroccan EFL learning. A convenient 125 teachers was recruited complete questionnaire elicits information related their conditions, It hoped study’s findings will result deeper understanding workplace. Ideally, can transformed from mere places experience rich environments.