Background & Aim: Nutritional literacy is the capacity of people to gain, understand and evaluate nutritional information for proper nutrition decision making. This research has been designed and implemented to measure the nutritional literacy of primary school teachers in Yasuj

Methods: This cross-sectional study was performed on two parts of the nationalization of the Nutrition Literacy Instrument developed in Turkey, as well as nutritional literacy assessment in elementary school teachers in Yasuj. The selected instrument was localized using translate translation method and receiving and applying opinions of nutritionists specialist on the structure and content of the questionnaire, and then ensuring its reliability for use in Iranian society. Nutritional literacy data were collected from a group of 110 elementary teachers in Yasouj who were selected by multi-stage cluster sampling through a self-administered questionnaire and then analyzed by descriptive and analytical statistics.

Results: The localized nutritional literacy tool had 35 items and the Cronbach's alpha coefficient was 0.73. Mean and standard deviation of teacher's score from the nutritional literacy tool was 27.14 ± 3.2, which indicated that 22.7% of teachers had inadequate nutritional literacy. Teachers with fewer years of work and higher education had a higher level of nutritional literacy. The lowest percentages of responses were related to the skill of determining food units, doing calculations and reading food labels.

Conclusions: Majority of the teachers studied had sufficient nutritional literacy, but defect in three parts of the skill of determining food units, doing calculations and reading food labels indicates the need to pay attention to these components in the design and implementation of nutrition improvement programs.