Validation of the Coping Strategies Scale Among Moroccan Teachers: Psychometric Properties and Structural Equation Modeling (PLS)

Abstract

this study aims to validate a coping strategies scale adapted to Moroccan teachers, assessing its reliability and construct validity within the local educational context. Reliability assessment and dimensional structure analysis compared the instrument with its original version, while structural equation modeling (PLS-SEM) analyzed both measurement and structural models, confirming the model's validity and strong fit.The validated scale for the Moroccan context includes four subscales aligned with the theoretical framework: coping strategies addressing curriculum-related challenges, managing student indiscipline, overcoming the lack of teaching resources, and seeking social support. Conceptual validity underwent rigorous adaptation to ensure cultural and contextual relevance.A sample of 218 teachers aged 22 to 61 years, employed in public schools in the Safi region of Morocco, participated in the study. Cronbach’s alpha coefficients indicated satisfactory internal consistency, while the global model presented excellent fit indices, achieving a GoF value of 0.831.These results confirm that the Moroccan version of the coping strategies scale provides a reliable and valid tool for assessing coping strategies in this context.