Validating the Teachers' Attitudes Towards Inclusive Education scale: A psychometric study with pre‐service teachers

Abstract This study aimed to develop and validate the Teachers’ Attitudes Towards Inclusive Education (TATIE) scale among pre‐service teachers in Iraqi Kurdistan. The TATIE scale was adapted and translated into Kurdish. A sample of 455 pre‐service teachers participated in the study. Data were collected via a structured survey. Construct validity was assessed using confirmatory factor analysis, and internal consistency reliability was determined through composite reliability and Cronbach's alpha. Confirmatory factor analysis revealed robust factor loadings for the TATIE scale, confirming its construct validity. The scale demonstrated strong internal consistency, indicating its reliability as a measurement tool. The TATIE scale exhibits strong psychometric properties, making it a reliable instrument for assessing pre‐service teachers’ attitudes towards inclusive education. This study highlights the necessity of cultural adaptation in educational research and provides a valuable tool for teacher training courses and policy development.