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All Journal Islamic Guidance and Counseling Journal International Journal of Education, Management, and Technology
Lotfi, Said
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Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Materials Science & Nanotechnology

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Towards a Deeper Understanding of Family Influence in the Guidance of Moroccan Muslim Students: Development and Validation of Specific Scales for Successful Guidance Zemzami, Mountassir; Lotfi, Said
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258564100

Abstract

In Moroccan Muslim societies, where collectivist and Islamic values shape familial roles, parental practices and family social-financial capital play a pivotal role in students’ career trajectories. However, existing measures rarely capture these intertwined dimensions within this specific socio-cultural framework. This study addresses this gap by conducting two independent studies to develop and validate two scales: the Scale of Parental Practices in Educational and Vocational Guidance (PPEVG) and the Family Social Financial Capital Scope (FSFC). The first study involved 324 Muslim high school students (55% girls) aged 17–18, enrolled in the final year of baccalaureate programs across various academic tracks, from six Moroccan regions, to validate the PPEVG. The second study included 340 Muslim students (62% girls) with the same characteristics to validate the FSFC. Both studies employed multistage cluster sampling. Exploratory (KMO=0.776 and 0.722) and confirmatory factor analyses confirmed the robustness of both scales, with McDonald’s omega coefficients ranging from 0.729 to 0.785. Findings from the PPEVG showed that supportive parental practices (M=16.4) were more prevalent than interfering ones (M=12.9), with a moderate correlation (r=0.36) suggesting that parents may exhibit both behaviors. Parental education significantly influenced practices: higher paternal education correlated with stronger support, while lower maternal education increased interference. FSFC scores highlighted the critical role of socio-financial resources in enabling students' mobility beyond their home region. These findings offer culturally tailored tools for counsellors and actionable insights for policymakers to design inclusive guidance frameworks and address socio-economic disparities in collectivist contexts.
Towards a Deeper Understanding of Family Influence in the Guidance of Moroccan Muslim Students: Development and Validation of Specific Scales for Successful Guidance Zemzami, Mountassir; Lotfi, Said
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258564100

Abstract

In Moroccan Muslim societies, where collectivist and Islamic values shape familial roles, parental practices and family social-financial capital play a pivotal role in students’ career trajectories. However, existing measures rarely capture these intertwined dimensions within this specific socio-cultural framework. This study addresses this gap by conducting two independent studies to develop and validate two scales: the Scale of Parental Practices in Educational and Vocational Guidance (PPEVG) and the Family Social Financial Capital Scope (FSFC). The first study involved 324 Muslim high school students (55% girls) aged 17–18, enrolled in the final year of baccalaureate programs across various academic tracks, from six Moroccan regions, to validate the PPEVG. The second study included 340 Muslim students (62% girls) with the same characteristics to validate the FSFC. Both studies employed multistage cluster sampling. Exploratory (KMO=0.776 and 0.722) and confirmatory factor analyses confirmed the robustness of both scales, with McDonald’s omega coefficients ranging from 0.729 to 0.785. Findings from the PPEVG showed that supportive parental practices (M=16.4) were more prevalent than interfering ones (M=12.9), with a moderate correlation (r=0.36) suggesting that parents may exhibit both behaviors. Parental education significantly influenced practices: higher paternal education correlated with stronger support, while lower maternal education increased interference. FSFC scores highlighted the critical role of socio-financial resources in enabling students' mobility beyond their home region. These findings offer culturally tailored tools for counsellors and actionable insights for policymakers to design inclusive guidance frameworks and address socio-economic disparities in collectivist contexts.
Development and Validation of a Teacher Innovation Behavior Assessment Scale (EECI-E): Confirmation by Bifactorial Modeling Aboufirass, Radouane; Lotfi, Said
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.7343

Abstract

This study aimed to develop and validate the Échelle d’Évaluation du Comportement Innovant chez les Enseignants (EECI-E), a scale for evaluating innovation behavior in teachers using bifactor modeling within five Moroccan secondary schools and universities with regulated access. Drawing on Churchill’s model of scale development and measurement theory, the research followed a multi-step process involving item generation, selection, scaling, field testing, and refinement. An initial pool of items was assessed through exploratory factor analysis (EFA) with a sample of 290 teachers recognized for their innovative pedagogical practices across 17 institutions in five Moroccan cities. The construct validity of each emergent factor was subsequently evaluated. The results yielded a 24-item scale comprising four distinct dimensions: Design and Evaluation, Objects, Conditions of Achievement, and Intervention Strategy. These four dimensions accounted for 77.178% of the total variance, with strong internal consistency (Cronbach’s alpha α = 0.961) and high test-retest reliability (r = 0.922). Confirmatory factor analysis supported a bifactor structure, identifying a general factor that captures a teacher’s overall capacity to drive innovative instructional change. Model fit indices indicated satisfactory levels, supporting the robustness of the proposed scale. Despite minor limitations, the EECI-E scale demonstrates strong psychometric properties and can be applied in similar educational contexts to support ongoing quality improvement in teaching innovation.
Co-Authors Aboufirass, Radouane Zemzami, Mountassir