Adaptation and Validation of a Competency-based Assessment Instrument for Moroccan Physical Education Teachers

Competency-based approaches have significantly reshaped teacher education in Physical Education (PE); however, validated assessment instruments remain limited in the Moroccan context. This study aimed to adapt and validate a competency-based assessment tool for PE teachers in Morocco while examining its factorial structure. A quantitative design was implemented through a two-stage validation process: an exploratory factor analysis (EFA) conducted on a sample of 160 teachers to identify the underlying structure and refine the instrument, followed by a confirmatory factor analysis (CFA) on a larger sample of 400 teachers to test the proposed model. Reliability and validity were assessed through internal consistency, as well as convergent and discriminant validity measures. The EFA results indicated a three-factor solution, whereas the CFA supported a hierarchical model including a general competency factor and four dimensions: teaching–learning processes, biological and psychomotor knowledge, pedagogical and cultural diversification, and health-related education, with satisfactory fit indices. These findings are consistent with international frameworks while reflecting specificities of the Moroccan educational context. Overall, the study provides a robust and valid instrument to support competency assessment and foster professional development among PE teachers.