Psychometric evaluation of the Arabic version of the teachers’ evaluation of aural and oral performance of children questionnaire in quiet and noisy educational settings

To translate and validate the Arabic version of the Teachers’ Evaluation of Aural/Oral Performance of Children (TEACH) questionnaire for assessing students with hearing loss in quiet and noisy classroom environments. A cross-sectional study involving cultural and linguistic adaptation of a teacher-reported assessment tool. Specialized schools and centers serving children with hearing loss. One hundred fifty-three Arabic-speaking teachers working with students diagnosed with hearing loss. The TEACH questionnaire was translated using forward translation, expert panel review, back-translation, pre-testing, and pilot testing. Teachers completed the tool based on classroom observations; a subgroup repeated it to assess temporal stability. Internal consistency was evaluated using Cronbach’s alpha. Test–retest reliability was assessed via intraclass correlation coefficients (ICC). Discriminant validity was examined using the Mann–Whitney test, and Spearman’s rank correlation assessed associations with hearing loss severity. The Arabic TEACH demonstrated excellent psychometric properties, with Cronbach’s alpha of 0.96 (total), 0.94 (auditory functioning), and 0.95 (ease of listening). Test–retest reliability was also high (ICC = 0.985, 0.971, and 0.991, respectively). The tool effectively distinguished between students with and without hearing loss ( p < .001). Negative correlations of small magnitude were observed between hearing loss severity and TEACH scores (rho = –0.13 to –0.16). The Arabic TEACH questionnaire is a valid, reliable instrument for evaluating auditory performance in Arabic-speaking school-aged children with hearing loss.