Cross-cultural adaptation and validation of the Arabic version of the Stages of Concerns (SoC) questionnaire for measuring teachers' concerns regarding the adoption of educational technologies

Year 2025, Volume: 9 Issue: 3, 195 - 210, 11.09.2025

Zied Trabelsi , Abdelmajid Naceur

https://doi.org/10.34056/aujef.1705712

Abstract

Our study aimed to translate the Stages of Concerns (SoC) questionnaire into Arabic and culturally adapt it for measuring the concerns of Tunisian in-service primary teachers about the adoption of educational technologies, and to validate this version by exploring its psychometric properties. For cross-cultural adaptation, we adopt the ITC guidelines for translating and adapting tests by the International Test Commission (2017). A total of 1.110 teachers from various public schools participated in the study. The five-dimensional alpha coefficients of the SoC indicate an excellent internal consistency, respectively, of 0.801 (Awareness), 0.909 (Informational/Personal), 0.834 (Management), 0.882 (Consequence/Collaboration), and 0.928 (Refocusing). The final Arabic version of the SoC questionnaire shows excellent CFA fit indices (χ2⁄df=2.523, AGFI=0.950, CFI=0.984, RMSEA=0.037, SRMR=0.0367), demonstrating the robustness and the construct validity of the survey. Multigroup confirmatory factor analysis (MGCFA) results confirmed configurational, metric, and scalar invariance based on the amount of gender and seniority. We conclude that the Arabic version of the SoC questionnaire is reliable and is equally applicable to different subgroups within the Tunisian primary teacher population.

Keywords

Scale cross-cultural adaptation and validation , Teachers’ concerns face to change , Concern-based adoption model , educational technologies , ICT integration in Tunisia

Ethical Statement

All participants in our study were volunteers, participating anonymously and confidentially. Before conducting the questionnaire, we obtained permission from the authors of the original questionnaire and from the Tunisia Education Department. The study protocol was in-depth reviewed and received full approval from the ethical committee of the ECOTIDI research unit, Tunis, Tunisia.

Supporting Institution

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Project Number

1

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