A Psychometric Evaluation of the Turkish Version of the Trauma-Informed Education Knowledge Scale

Abstract

The aim of this study is to adapt the Trauma-Informed Education Knowledge Scale (TIE-KS), developed to assess preschool teachers' level of trauma-related knowledge, into Turkish and to examine its validity and reliability. The study was conducted with the participation of 251 teachers working in institutions affiliated with the Ministry of Education in Edirne, Turkey. The adaptation process involved a multi-stage translation procedure. First, the scale was translated into Turkish by experts. Then, expert opinions were obtained from professionals in the academic field to ensure content validity. Through the back-translation method, linguistic equivalence was established, and a pilot study was conducted to test the clarity of the instrument. Confirmatory factor analysis (CFA) was used in the analysis of the data. The results showed that the original two-factor structure of the scale (understanding trauma and reflecting trauma knowledge in educational settings) was preserved in the Turkish version. The reliability of the scale was evaluated using Cronbach’s alpha and McDonald’s omega coefficients, revealing high internal consistency, particularly in the “understanding trauma” subscale. For criterion-related validity, positive and significant correlations were found between the Trauma-Informed Education-Knowledge Scale and the Trauma-Informed Care Scale. The findings demonstrate that the Turkish version of the TIE-KS is a valid and reliable measurement tool and offers a functional resource for evaluating teachers’ trauma-informed knowledge and for planning in-service training programs.