This dissertation, authored by Rossi A. Hassad, focuses on the development and validation of a scale to measure instructors' attitudes toward concept-based or reform-oriented teaching of introductory statistics in the health and behavioral sciences. The study aims to address the gap in empirical data on instructors' beliefs and attitudes, which are crucial for effective teaching and learning. The scale, referred to as FATS (Faculty Attitudes Toward Statistics), consists of five subscales: perceived usefulness, intention, personal teaching efficacy, avoidance-approach, and perceived difficulty. These subscales are based on a tripartite attitude model, encompassing cognition, affect, and intention. The study utilized factor analysis and multidimensional scaling to validate the scale, demonstrating its reliability and construct validity. The results show that the scale can differentiate between instructors with different teaching practices and attitudes, with significant differences observed in age and teaching area. The study also highlights the importance of addressing perceived usefulness, the primary determinant of intention, through faculty development programs. The findings have implications for improving statistics education and promoting evidence-based practice in healthcare and behavioral sciences.This dissertation, authored by Rossi A. Hassad, focuses on the development and validation of a scale to measure instructors' attitudes toward concept-based or reform-oriented teaching of introductory statistics in the health and behavioral sciences. The study aims to address the gap in empirical data on instructors' beliefs and attitudes, which are crucial for effective teaching and learning. The scale, referred to as FATS (Faculty Attitudes Toward Statistics), consists of five subscales: perceived usefulness, intention, personal teaching efficacy, avoidance-approach, and perceived difficulty. These subscales are based on a tripartite attitude model, encompassing cognition, affect, and intention. The study utilized factor analysis and multidimensional scaling to validate the scale, demonstrating its reliability and construct validity. The results show that the scale can differentiate between instructors with different teaching practices and attitudes, with significant differences observed in age and teaching area. The study also highlights the importance of addressing perceived usefulness, the primary determinant of intention, through faculty development programs. The findings have implications for improving statistics education and promoting evidence-based practice in healthcare and behavioral sciences.