Teachers Facing Psychosocial Risks: Adaptation of a French Context

Questionnaire to Egypt

Fatiha Tali

1,2 a

, Christine Lahoud

, Elsa Negre

and Marie-Hélène Abel

EFTS, Université de Toulouse Jean Jaurès, Toulouse, France

LINE, Université Côte d’Azur, France

UFEID Lab, Université Française d’Egypte, Cairo, Egypt

Paris-Dauphine University, PSL Research University, CNRS UMR 7243, LAMSADE, Paris, France

HEUDIASYC, Université de Technologie de Compiègne, Compiègne, France

Keywords: Education, Questionnaire, Data Analysis, Information Systems.

Abstract: The internationalization of university studies has led to reforms which may have produced significant changes

in the working conditions of teachers. This situation can lead to the development of factors promoting the

emergence of psychosocial risks (PSRs) that can have significant implications on the health of these teachers.

One of the well-known PSRs is the stress that teachers may experience due to heavy workloads, lack of social

support and limited resources. This can lead to frustration, lack of motivation and/or burnout, which can affect

the quality of teaching and student outcomes. Although many studies exist in France to identify the PSRs in

order to prevent them, it is yet limited in Egypt. This work is in line with the objectives of the Imhotep project

in order to prevent teachers from psychosocial risks at work. The aim of this study is to present the process

of adapting and validating a French questionnaire for assessing psychosocial risks in the Egyptian context.

1 INTRODUCTION

The world is now facing great difficulties in

educational systems due to the Covid19 pandemic

and the warnings and restrictions it imposed on the

whole world. These restrictions imposed on teachers

and learners different methods from what they were

previously accustomed to in the educational process,

which necessitated the use of different methods in the

education process that teachers had not previously

used, which creates problems on their part in how to

use these methods in the best way to perform their

tasks. The difficulties teachers face are not limited to

the consequences of the Covid19 pandemic, but there

are other difficulties represented in the different

classes and social cultures of the learners according

to the residential areas in which they grew up and the

psychological factors of the learners in terms of the

learner being a member of a family consisting of

many individuals and income of the family and

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https://orcid.org/0000-0003-1812-6763

whether the learner suffers from psychological or

family problems, etc., which may affect other learners

as well as affecting the teacher himself. All these

factors affect, in some way, teachers in performing

their tasks and how they deal with the learners, as well

as the families of the learners.

Furthermore, teachers are increasingly confronted

with problems (work overload, stress, management of

difficulties in and out of class, lack of time...), it

seems important to be able to measure psychosocial

risks in order to be able to better prevent them. Our

study aims to propose a questionnaire for the

Egyptian context in which these psychosocial risk

issues have been little studied to our knowledge.

Based on a questionnaire in French, we propose here

to make a qualitative validation of a questionnaire

that could be used for these purposes of measurement

and prevention of PSRs.

The present document is structured as follows. In

section 2, we present an overview of research on

Tali, F., Lahoud, C., Negre, E. and Abel, M.

Teachers Facing Psychosocial Risks: Adaptation of a French Context Questionnaire to Egypt.

DOI: 10.5220/0012059600003470

In Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) - Volume 1, pages 417-426

ISBN: 978-989-758-641-5; ISSN: 2184-5026

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

417

psychosocial risks in the educational domain,

including risk measurement and questionnaire

development. Section 3 presents an existing

questionnaire that was selected for adaptation in a

French context. Section 4 describes the adaptation

process of the French questionnaire to an Egyptian

context, including the adaptation protocol, the

obtained questionnaire, and the results of the pre-test.

Section 5 provides a detailed discussion on the

validation of the questionnaire. Finally, section 6

concludes the paper and highlights future work that is

expected in this area.

2 RELATED WORKS

In an exponentially changing world, the education

system regularly undergoes significant restructuring

in order to respond to social and cultural changes with

the aim of increasing the academic success of

students. The national education system in Egypt has

put in place various plans to bring as many students

as possible from the same age group to the

baccalaureate level. However, despite various

reforms, we note that students' academic success is

still linked to the socio-economic contexts of the

students, their places of residence and schooling

(Bouhali, 2021).

According to the Ministry of Education's teacher

guidelines, teachers must support students and

respond to their difficulties by implementing

differentiated teaching methods and by considering

their special educational needs. These ministerial

prescriptions are combined for the teacher according

to the areas in which he or she works, and the teacher

must constantly adapt to different contexts, which led

to changes in teachers' working conditions (Bodin et

al., 2018).

The use of digital technology is part of the

recommendations and expectations in terms of

teaching from the point of view of the Ministry of

Education. However, teachers have difficulty

integrating digital education, in particular because of

a lack of training, a lack of support for use, and

technical problems (Dias-Chiaruttini et al., 2020).

The pandemic crisis has globalized the obligation for

teachers to use digital technology, and many of them

have been put at risk by injunctions that are

sometimes poorly supported in practice (Tera &

Rabie, 2020). The difficulties have been accentuated

on the one hand by the problems of training and use

of teachers, but also by the inequalities in access to

digital technology for students. The teachers were

then caught in the tension of the obligation of

pedagogical continuity, but without being able to act

effectively with their students due to a lack of

materials or skills. For example, faced with the

emergency caused by this pandemic, academic

institutions asked teachers to carry out their mission

via the Internet without any prior preparation (Vidal,

2020). Thus, teachers were confronted with many

questions: How to prepare an online course, with

which materials? Do I have the necessary skills to use

these materials effectively? How do I build and run a

course that will be delivered online? Who provides

the necessary materials? How do I make sure that the

learners are in the right conditions to access the

course that I will produce online? Etc. Finally, the

experience of the pandemic has had an impact on the

mental health of teachers. For example, an increase in

stress and anxiety has been reported. Moreover,

teachers may also face mental health problems such

as depression and anxiety due to job-related factors

such as lack of support or excessive demands (Zhang

et al., 2020).

All these issues have accentuated the physical and

moral exhaustion that teachers are facing, essentially

linked to their lack of means and training to carry out

their mission. In fact, mental health contributes

greatly to an individual's well-being and enables him

or her to cope with tensions of all kinds, perform

productive work and participate in the life of his or

her community (OMS, 2023). Thus, the set of

injunctions presented above can lead to psychosocial

risks. One of the most well-known PSRs in the work

environment is stress. Indeed, (Berlanda et al., 2019)

found that stress is one of the main psychosocial risks

for teachers. Factors contributing to stress include

excessive workloads, lack of social support and

resources, as well as unrealistic expectations.

Furthermore, Jégo & Guillo, (2016) indicated that

primary and secondary school teachers, due to their

direct contact with children and adolescents, are more

likely to be confronted with PSR factors than higher

education teachers, who are confronted with adults.

This study shows that primary school teachers

experience more psychosocial stress in their work,

particularly in terms of intensity, complexity of work

and lack of hierarchical support. Moreover, teachers

in their thirties or more experienced are more affected

by these PSR factors than younger teachers, which

may be explained by the fact that they have

experienced fewer professional difficulties during

their short careers.

Egyptian teachers face various psychosocial risk

factors, including workload, professional pressure,

lack of support, and interpersonal conflicts. Teachers

also face high levels of professional stress,

EKM 2023 - 6th Special Session on Educational Knowledge Management

418

harassment, and discrimination, which can have

negative consequences on their well-being and

mental health (Desouky & Allam, 2017). Similarly,

(Khalifa et al., 2022) examined the impact of school

violence on the mental health of Egyptian teachers

and found that school violence is associated with high

levels of stress, depression, and anxiety among

teachers. (Desouky & Allam, 2017) showed that

teachers working in private schools are faced with

higher levels of psychosocial risk factors than those

working in public schools. In addition, teacher

burnout is another significant psychosocial risk for

educators. (El Helou et al., 2016) highlighted that

teachers may experience burnout due to excessive

workloads, isolation, lack of recognition, or conflicts

with students or parents. Another issue is school

violence. Factors such as lack of support from

colleagues and administrators, as well as negative

attitudes from students and parents, may contribute to

the increase in school violence (ibid, 2016).

The findings of these studies underscore the

importance of implementing measures for preventing

and managing stress, violence, harassment, and

discrimination in both public and private Egyptian

educational institutions.

Regarding these PSRs, which are truly at the heart

of societal problems and the world of education, it

appears that, to our knowledge, there is no

questionnaire for evaluating these risks among the

teaching population in the Egyptian context. Indeed,

the PSR factors researches we found in Egypt focused

more on teachers' health problems such as muscular

(Fahmy et al., 2022) or voice (Bolbol et al., 2017)

disorders related to working conditions. Therefore,

the objective of our article is to present the process of

translation and adaptation of a questionnaire specific

to these risks among teachers in Egypt.

2.1 Measuring Risks

The best-known model for measuring job stress for

nearly thirty years has been presented by (Karasek,

1990). This model is based on three dimensions:

• Social support: refers to help and recognition

from colleagues and/or supervisors.

• Psychological demands: refers to the

psychological workload (quantitative and

qualitative).

• Decision latitude: is divided into two sub-

dimensions, skill use and decision autonomy. It

refers to the ability to use and develop one's

skills and personal qualifications through

freedom of work styles and participation in

related decisions.

Decision latitude and social support have been

identified as positive key factors that reduce the

adverse health effects of psychological demands.

Thus, low demands with high autonomy refers to

relaxed work, and high demands with low autonomy

refers to an overloaded work or "jobtrain". This

situation would lead to high stress and risk of illness.

However, Karasek's model lacks

contextualization because it is based on general

measures of the different variables present in the

model. The JDR model (Bakker et al., 2003)

overcomes this general aspect of Karasek's model by

proposing two categories: on the one hand, demands,

which include workload and risk factors for mental

health, and on the other hand, resources, which cover

the dimensions of social support and latitude that

support the process of motivation at work.

Predictors of mental health at work were studied

using the Karasek measurement scale combined with

specific teacher-researcher scales in the JDR model to

measure the physical and/or psychological costs that

teachers may face (Youmou, 2022). Indeed, this study

shows that resources at work, through the freedom to

make decisions at very high levels, can have

curvilinear effects, which can negatively affect the

health of teacher-researchers.

In our questionnaire, resources were added to the

sections "working environment", "Personal and

Professional Development", "Lack of Interest in

Work" and "Hostile Behaviours" to find out if the

working environment allows the teacher to develop

their skills (training, seminars, conferences, etc.), if

they have the necessary resources to do their work

properly, if their work is recognized (colleagues,

hierarchy, etc.). While the demands were expressed

by the section "Intensity and Complexity of Work",

to know the workload of teachers.

In this work, two methods were used to measure

PSRs at work:

• A qualitative method, to evaluate the

questionnaire by the Egyptian community. This

step will be detailed in the "pre-test" section.

• A quantitative method, to collect data from

teachers and analyse them and propose a

prediction model of PSR in order to prevent

them. This step will be the object of future

works.

2.2 Creating Questionnaire

This work is a part of the project Imhotep which aims

to prevent teachers from PSRs. To achieve this

objective, this first work will allow the detection of

these risks by establishing a questionnaire adapted to

Teachers Facing Psychosocial Risks: Adaptation of a French Context Questionnaire to Egypt

419

the Egyptian context. The questionnaire is an

adaptation of a French questionnaire to collect

information about the psychosocial risk that teachers

may face in Egypt. This questionnaire is combined

with another questionnaire (Nashed et al., 2022) in

order to collect the basic information about teachers

(profile, living environment, working environment,

personal and professional development, and

advancement of students), and published as online

questionnaire.

It should be noted that more and more researchers

are turning to online survey methods to collect data.

The concept of online survey is generally opposed to

more conventional/traditional methods of polling by

mail, telephone or face-to-face. However, there is no

universal definition of what constitutes an online

survey. (Lehdonvirta et al., 2021) uses this term to

designate surveys where respondents are not only

recruited via Internet but must also complete an

online questionnaire.

Like traditional surveys, online surveys must

recruit participants. There are two modes of

recruitment: (i) probabilistic, where participants are

chosen and targeted so that the results are

generalizable to a wider population of interest and (ii)

non-probabilistic, where the probability that an

individual from a population of interest belonging to

the sample is unknown (Lehdonvirta et al., 2021). In

the case of a probabilistic online survey, it is possible

to control the sampling by only distributing the

questionnaire to a closed list of email addresses, or by

recruiting participants by more traditional methods

(phone, face-to-face, etc.) and by providing them with

Internet access if necessary to respond to the

questionnaire (Durand, 2013; Lehdonvirta et al.,

2021). Conversely, during an online survey with non-

probabilistic recruitment, the sampling is not

controlled (e.g. invitations to the survey posted on

platforms and then relayed via social networks

without supervision, etc.). (Bigot et al., 2010) names

the latter, which corresponds to our own survey

method, “unrestricted self-selection survey” (known

as “river sampling”). The use of online survey with

non-probabilistic recruitment has many advantages

(e.g. decorrelation of survey costs from sample size,

reduction of collection times and geographic

constraint, etc.) (Durand, 2013) but also

disadvantages (e.g. coverage error linked to the

digital divide and self-selection of respondents).

Many studies, including (Mellon & Prosser,

2017), show that regular users of social networks are

hardly representative of the national population.

Thus, the use of social media as a dissemination

platform can considerably bias the representativeness

of a sample of respondents. However, traditional

survey methods also come up against problems of

coverage and exclusion (e.g. quality of the telephone

network, etc.). In all cases, generalizing to a larger

population the results of studies obtained from a

sample of non-probabilistic respondents requires a

precise understanding of the socio-demographic

differentiation operated by these different coverage

filters. However, in the case of online survey methods

using river sampling, these sources seem to be still

poorly understood, making the results difficult to

generalize and vulnerable to possible

misappropriation (Lehdonvirta et al., 2021).

To the bias induced by the exclusion of less

connected individuals is added the self-selection bias

originating from a non-probabilistic recruitment

mode. One speaks of self-selection when respondents

choose to participate in a survey themselves. It is

therefore a frequent occurrence in the survey world,

which is not limited to the case of online surveys. The

research carried out on this subject presents certain

points of consensus: the self-selected respondents are

more interested in the subject treated than the rest of

the population, feel more concerned, and are more

likely to have strong opinions concerning the themes

of the survey (Frippiat et al., 2010; Hwang &

Fesenmaier, 2004).

Unfortunately, if these trends are commonly

identified, many authors note that it is difficult to

correct the biases induced by uncontrolled voluntary

participation (Bigot et al., 2010; Frippiat et al., 2010).

It should be noted that the biases identified in our

survey do not impact the quality/validity of the results

but give some characteristics of the respondents.

3 EXISTING QUESTIONNAIRE

CARRIED OUT IN A FRENCH

CONTEXT

In France, measures of psychosocial risks among

teachers were only considered relatively late with

dedicated tools from the 1990s onwards

(Niedhammer et al., 2000). We note the first

ministerial orders issued in 2013 in the civil service

to draw up a plan for the assessment and prevention

of psychosocial risks for implementation in 2015. In

this context, the Ministry of Education called on the

Directorate for Evaluation, Forecasting and

Performance (DEPP) of the Ministry of National

Education, Higher Education and Research, which

offered a new statistical approach. Building on the

initial work presented in the survey report conducted

EKM 2023 - 6th Special Session on Educational Knowledge Management

420

by a panel of experts (Collège d’expertise, 2011), the

DEPP evolved the evaluation protocol by

incorporating a correspondence factor analysis. The

Collège d'expertise identified six dimensions for

analysing PSRs: work intensity; emotional demands;

autonomy and room for manoeuvre; social relations

at work; conflicts of values and meaning of work;

socio-economic insecurity.

The six dimensions of PSR factors of the Collège

d’expertise taken up by the DEPP:

• Work intensity includes risk factors related to

work under pressure, pace constraints,

difficulty in reconciling work and personal life,

or high skill requirements.

• Emotional demands are linked to the need to

control one's emotions, especially in front of an

audience.

• Autonomy and room for manoeuvre refer to the

possibility in one's work to be an actor, to

participate in decisions, to use one's skills and

to develop oneself.

• Social relations at work deal with the

relationship between the employee and his/her

hierarchy or colleagues, but also with the

recognition of his/her work.

• Value conflicts and the meaning of work refer

to situations where a person is asked to act in

contradiction with their professional or

personal values.

• Economic insecurity includes the risk of losing

one's job and uncontrolled changes in the task

or working conditions.

The DEPP in turn adapted this questionnaire by

analyzing the common factors on the many items of

the survey and recommended seven indices of

exposure to PSR factors, which cover the six

dimensions identified by the Collège d’expertise.

Therefore, the objective is to be able to calculate an

overall index of exposure to PSR factors, tested on the

items relating to the state of health declared by the

questioned staff. The interest of this DEPP

questionnaire is that it targets the population of

teachers in primary, secondary and higher education.

The choice of this questionnaire is therefore relevant

as it corresponds perfectly to the target population of

Egyptian teachers at the three levels of education,

which is the focus of the Imhotep project in

Egypt.The initial questionnaire was adapted by

transforming some items and recalculating associated

scores for some axes. In total, 74 variables grouped

into seven factors following the CFA were used to

calculate synthetic indices of exposure to PSR

factors: Factor 1: Work intensity and complexity;

Factor 2: Lack of interest in work; Factor 3: Hostile

behaviour; Factor 4: Lack of hierarchical support;

Factor 5: Emotional demands; Factor 6: Tension in

the management of personnel; Factor 7: Lack of

support from colleagues.

The main interest of this questionnaire, which has

been adapted, tested and validated by the DEPP, is

that it can be used to assess PSRs in the teaching

population at all levels of education. In addition, the

factors selected make it possible to cover all the

dimensions related to PSRs, which is what we are

seeking to address in our research. This questionnaire

was therefore chosen for adaptation to the Egyptian

cultural context.

4 CASE STUDY: ADAPTING THE

QUESTIONNAIRE

4.1 France vs. Egypt

The procedures for accessing field studies differ from

one country to another. In Egypt, data collection and

surveys must be submitted to the Central Agency for

Public Mobilization and Statistics for approval, in

accordance with Republican Decree No. 2915 of

1964 regarding the establishment and organization of

the Central Agency for Public Mobilization and

Statistics (Article No. 10). And the decision of the

head of the agency No. 231 of 1968 regarding

conducting statistics, censuses, referendums and

surveys (Article No. 2). The request must include: (1)

a letter from the applicant's research institution

addressed to the Director General of the General

Directorate of Security at the Central Agency for

Public Mobilization and Statistics requesting the

implementation of the research specifying the field of

study or research, its purpose, the target audience, the

regions targeted by the study and the number of

samples desired, (2) a signed form with a photocopy

of the national number or passport of the persons who

will be authorized to collect the data, (3) an Arabic

translated copy in case the submitted questionnaire is

in a foreign language.

However, before accessing field studies in Egypt,

researchers should be aware of the cultural and

societal norms of the research area in order to conduct

respectful and effective research. This task is a

challenging one for women and not recommended

since she could face some concerns around safety,

gender-based discrimination, or limited access to

certain facilities or resources.

Teachers Facing Psychosocial Risks: Adaptation of a French Context Questionnaire to Egypt

421

On the other hand, it should be mentioned that on

July 15, 2020, the Egyptian government has

introduced the first stand-alone privacy law (No. 151)

aimed at regulating and protecting citizens' online

data. The terms of the new law are modelled on the

European Union's General Data Protection

Regulation (GDPR), with similar concepts and

definitions.

4.2 Adaptation Protocol

In order to be able to use the questionnaire developed

by the DEPP, we had to adapt it to the cultural and

linguistic context of Egypt (Harkness et al., 2003,

Kamppuri, 2011). As the Imhotep project is aimed at

building a platform of recommendations for the

prevention of PSRs in Egypt among the teaching

population, it was necessary to set up an adequate

protocol. We chose to use an inter-rater method to

select the items to be kept in the Egyptian version of

the questionnaire. In order to respect the accepted

protocols in terms of translation of the questionnaire,

we refer to the recommendations of (Bouletreau et al.,

1999). Two indispensable steps: a literal translation

and an adaptation to the cultural context, life habits

and idioms of the target population. This second step

constitutes the cross-cultural validation of the

document. It is essential for items dealing with social

or psychological dimensions. The choice of

translating this questionnaire into English is

explained by the fact that the main language of

instruction in higher education in Egypt is English.

(Bouletreau et al., 1999) recommend four stages

of questionnaire translation in order to limit the

various problems related to vocabulary and usage in

the target country during the transfer from one

language to another. We are therefore involved here

in a qualitative evaluation of the questionnaire which

was carried out in three stages that we adapted from

the recommendations of (Bouletreau et al., 1999).

Stage 1 involved four persons, three teacher-

researchers and a doctoral student (two French

associate professors, one Egyptian associate professor

and one doctoral student), three of them were

completely bilingual (French/English). First, we had to

select the items considered relevant to the Egyptian

context. Some questions had no cultural meaning or

were not accepted as a type of questioning (considered

too intrusive with regard to the cultural practices of the

country). In order to proceed with this step, it was

decided that for each item, each judge would choose

independently whether to keep the item or not.

https://limesurvey.utc.fr/index.php/387696?lang=en

Step 2 allowed us to cross-reference the choices

of the different items on the French questionnaire and

to retain only those that had been selected by at least

3 of the 4 judges in step 1.

Step 3 consisted in translating the items selected

in step 2 into English by the two bilingual Egyptian

judges.

Step 4 allowed two other bilingual judges (a

French University Professor and an associate

professor living in Egypt) to take back the translations

made in step 4 and possibly remove some items or

reword them. At this stage, the items referring to the

"Hostile Behaviours" factors were reworked.

4.3 Obtained Questionnaire

In total, out of the 74 variables grouped on seven

factors of the initial questionnaire, three main factors

were retained with regard to the Egyptian context

with 16 variables adapted and translated into English:

Factor 1: Intensity and complexity of work (Figure 1);

Factor 2: Lack of interest in work (Figure 2); Factor

3: Hostile behaviors (Figure 3).

The questionnaire was created using limesurvey

and posted online with the UTC domain

. The

questions are closed-ended questions of two types:

Yes/No responses, and Likert scale (Range from 1 to

5 with different semantic scales such as Never, Not

very often, Sometimes, Very often, Always). This

choice was made, on the one hand, to offer teachers

simple, quick and easy to answer questionnaires, and

on the other hand to limit the possibilities of answers

and therefore collect consistent answers facilitating

their analysis.

4.4 Pre-Test

The objective of this study was to validate the

translation and the adaptation of the French

questionnaire on the Egyptian context. To achieve

this objective, four questions has been added at the

end of the questionnaire as an evaluation process

(Figure 4). Two of questions are closed-ended to

evaluate the complexity and the length of the

questionnaire and two questions are open-ended to let

the participants express themselves freely, and allow

them to reflect on their experiences. The evaluation

process was therefore carried out from an anonymous

survey posted online and distributed via emails (due

to the GDPR, we have limited ourselves to our

professional mailing lists). As part of our evaluation

process with probabilistic recruitment, six results has

EKM 2023 - 6th Special Session on Educational Knowledge Management

422

been collected for a period of two days only from

sending the emails to teachers (2 women, 4 men, 2

professors and 4 associate professors).

This process follows a qualitative measure to

evaluation the perception of Egyptian teachers of the

questionnaire in order to modify it if necessary before

publishing it on a large scale, and collect a large

quantity of data.

The six collected results show that the

questionnaire is not complex (66,66% answered level

1, and 33,33% answered level 2). Although that the

questionnaire was combined with another

questionnaire (section 2.3), teachers found that it is

not too long (3 neutral answers, 2 disagree, 1 agree).

Furthermore, 100% found that no questions bother

them and 16,66% (1 person) was bothered by a

question about self-behavior from the combined

questionnaire (Nashed et al., 2022). Table 1 shows

that 100% of teachers responded the questionnaire

without any fear as it is anonymous and one of them

hope that this study will improve their career.

5 DISCUSSIONS

The validation of a questionnaire is a crucial step in

ensuring the quality of data collection and ensuring

the validity and reliability of the collected data,

especially when adapting a questionnaire from one

cultural context to another (Harkness et al., 2010; Van

de Vijver & Leung, 2021).

Table 1: Answers of question 4 of the evaluation questions.

No, as lon

as it is anon

mous

No, since it is anon

mous

None

No. it is more or less a questionnaire.

Why I should worry filling it! In opposite way around, I

participated to help colleagues who are actively doing

their research. No sources of fear at all :

)

No, it is not. We as professionals have to cooperate and

help each other. Meanwhile I hope the results of such

uestionnaires will hel

rovin

our careers.

No.

In our study, we adapted a questionnaire on

psychosocial risks among teachers to the Egyptian

culture and conducted a qualitative validation to

assess the relevance and validity of this adaptation.

We involved bilingual French researchers and

Egyptian teachers to evaluate the relevance of the

questionnaire items and to identify culturally specific

concepts that needed to be added or modified (Sousa

& Rojjanasrirat, 2011).

Our qualitative validation identified some items

that were less relevant for the Egyptian context and

were therefore deleted or modified. We verified that

the instructions and question formulations were

understandable for Egyptian respondents (Li, 2016).

Pre-tests were conducted with six Egyptian teachers

from different disciplines and diverse backgrounds to

ensure that they encountered no obstacles when using

the questionnaire or understanding the items

presented therein.

Figure 1: Intensity and Complexity of Work questions.

Teachers Facing Psychosocial Risks: Adaptation of a French Context Questionnaire to Egypt

423

Figure 2: Lack of Interest in Work questions.

Our results showed that the adapted questionnaire

was relevant and valid for evaluating psychosocial

risks among Egyptian teachers. This qualitative

validation is in line with the recommendations of

experts for questionnaire validation in intercultural

adaptation (Harkness et al., 2010; Van de Vijver &

Leung, 2021).

6 CONCLUSIONS AND FUTURE

WORKS

Our study aimed to propose the adaptation of a French

questionnaire, for measuring psychosocial risks, to

the Egyptian context. The proposed innovative

approach involved working on the translation with

five bilingual academic researchers from both

countries, three of them lived in Egypt and were

knowledgeable about the cultural and societal elements

of teachers. The resulting questionnaire was then tested

on a sample of Egyptian teachers, allowing us to

produce a precise questionnaire that addressed cultural

and usage limitations of future respondents.

This study allowed for a qualitative validation of

the questionnaire, and we will continue this work with

a quantitative validation by subsequently submitting

the same questionnaire to a large panel of teachers to

verify its statistical coherence and validity. The initial

findings of this approach allowed us to identify the

significant differences in research approaches within a

country undergoing significant political and societal

changes, which can have repercussions on the psycho-

social risks that teachers may face and need to prevent.

EKM 2023 - 6th Special Session on Educational Knowledge Management

424

Figure 3: Hostile behaviors questions.

Figure 4: Evaluation questions.

This approach can help identify potential pitfalls

of conducting research in the Egyptian context on this

particular topic and therefore requires caution in the

formulation of questions and in the dissemination

process. The interest of this questionnaire, beyond the

Egyptian context, is that it could be adapted to other

countries sharing the same cultural context, and the

approach developed could be easily transferable to

new contexts. In the future, we plan to test our

questionnaire in other Egyptian universities and our

approach in other countries.

ACKNOWLEDGEMENTS

This work is funded by the Imhotep project 47765TE

between France and Egypt.

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