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 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.