Tehran University of Medical Sciences Journal of Modern Rehabilitation 2538-385X 15 1 2020 12 23 41 46 Alireza Aghaz Depatrment of Speech Therapy, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, Iran. Zohre Arani Kashani Department of Speech Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran. Arash Shahriyari Department of Psychology, School of Psychology and Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran. 2020 09 11 2020 10 05 Introduction: The attitude of teachers is effective in improving the quality of life and academic achievement of students with stuttering. The Teachers’ Attitudes Toward Stuttering (TATS) inventory is a tool for evaluating teachers’ opinions and attitudes toward stuttering. The purpose of this study is to validate the Persian version of the TATS (TATS-Persian) and a preliminary study of the attitude of elementary teachers towards stuttering. Materials and Methods: In this cross-sectional study, which is of validation and instrumentation type, 32 teachers from elementary schools in Tehran were recruited by the available sampling method. To examine the content validity of TATS-Persian, 12 teachers were surveyed, and for the test-retest reliability of it, 12 teachers re-completed the TATS-Persian after one week. The statistical methods included the Cronbach alpha coefficient calculation and the Spearman correlation test. Results: The content validity, test-retest reliability, and internal consistency of TATS-Persian were 0.92, 0.93, 0.96, respectively. The Mean±SD scores of teacher’s attitudes were 78.09 ±11.9. Also, the teachers’ attitudes score had a significant positive correlation with the number of stuttering students experienced in their teaching history. Conclusion: The Persian version of the TATS inventory is a valid and simple tool for evaluating teachers’ attitudes toward stuttering. https://jmr.tums.ac.ir/index.php/jmr/article/view/316