The contribution of reflective practice to Moroccan EFL teachers’ grit

While many studies investigated the importance of reflective practice and grit as separate constructs on teacher development and well-being, the relationship between the two concepts remains largely understudied. Using a series of regressions, the present study analyzed quantitative data collected with the validated English Language Teacher Reflective Inventory and the Teacher L2 Grit Scale from 101 Moroccan EFL teachers. The results revealed that reflective practice is a statistically positive predictor of grit. Also, it was found that there is a strong positive relationship between reflective practice and the ‘perseverance of effort’ component of grit, but not the ‘consistency of interest’ component. Further, the results of a multiple linear regression revealed that neither gender nor teaching experience affects the relationship between reflective practice and grit. The results suggest that fostering reflective practice among Moroccan EFL teachers can enhance their resilience, well-being, and commitment to their careers. Implications for educational authorities, individual teachers, and suggestions for future research are provided.