The purpose of this study was to develop Coping Scale for Japanese Elementary School Teachers and to explore its dimensional structure. Results of exploratory factor analysis suggested a four-factor model. Confirmatory factor analysis and reliability analysis supported structural soundness and factor reliability of the scale. Results of hierarchical cluster analysis revealed that the four factors of the scale were classified into two clusters: emotion-focused and problem-focused copings. Higher-order factor analysis for the secondary model based on the result of hierarchical cluster analysis obtained indices that showed satisfactory fit. The scale would be a valuable tool in evaluation studies of coping intervention.