Introduction - Presently, the majority of instruments assessing coping processes are not specific to teachers. Objective - This study aims to explore psychometric properties of a coping scale specifically designed for teachers, as well as its associations with burnout. Method - A sample of 237 teachers (63% primary/secondary vs. 37% post-compulsory) completed French versions of the Coping Scale by Dewe and Shirom-Melamed Burnout Measure. Results - Results of confirmatory factor analyses show the satisfactory psychometric properties of a shortened version of the coping scale, which is invariant across gender and levels of education. Multiple regression analysis suggests that the use of various coping processes may reduce the risk of burnout. Conclusion - Results highlight the need to further explore the stressors associated with teaching and inclusive education, in order to define specific coping processes and thus substantially improve this scale.