Flexible coping with technostress in higher education teachers: Adaptation and validation of a scale

Digital advancements in education have introduced the use of technology as a new source of occupational stress. Theoretical models and research highlight the critical role of coping behaviors in regulating individuals’ psychological response to technostress and managing personal well-being. However, there is a lack of measurements of coping with technostress. Grounded in the premise that no single coping strategy is universally optimal - requiring flexibility in its application - this study aims to adapt a measure of flexible coping with stress to technological work contexts, validate its Portuguese version (the Flexible Coping with Technostress Scale, FCTS-PT), and evaluate its psychometric properties.  The sample consisted of 1107 Portuguese higher education teachers (HETs). Two distinct subsamples and a follow-up subsample were utilized for exploratory factor analysis, confirmatory factor analysis and reliability testing. Exploratory results indicated one-factor structure similar to the original scale. Internal consistency and test-retest reliabilities were strong. The factor structure was confirmed through good model fit and evidence of factorial, convergent and discriminant validities as well as composite reliability. This study underscores the contribution of the FCTS-PT as a reliable and valid tool for assessing flexible coping with technostress in HETs. It provides a parsimonious measurement that can assist the development, well-being, and productivity of these educators, offering robust data to inform institutional decisions, interventions, and policies.