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

Our study aimed to translate into Arabic and culturally adapt the Stages of Concerns (SoC) questionnaire for measuring the Tunisian in-service primary teachers concerns about educational technologies adoption 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 1110 teachers from different public schools took part 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 SoC questionnaire shows an 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.