Development and Psychometric Evaluation of the Instructional Practices Scale: Assessing Teachers’ Self-Reported Classroom Instructional Practices

The aim of this study is to develop a measurement tool that assesses teachers' self-reports regarding their classroom teaching practices and to examine the psychometric properties of the developed Instructional Practices Scale (IPS). The Instructional Practices Scale (IPS), developed for this purpose, demonstrated a five-factor structure consisting of 27 items based on Exploratory Factor Analysis (EFA). The identified dimensions are Learner-centered Instruction and Assessment, Teacher-centered Pedagogical Practices, Interpersonal Relations, Planning and Preparation, and Climate and Discipline. The model explained 58.46% of the total variance, and reliability coefficients for all dimensions were found to be above acceptable thresholds.Confirmatory Factor Analysis (CFA) results indicated that the five-factor model showed an acceptable level of fit to the data. Evidence for convergent and discriminant validity further supported the structural validity of the scale. Additionally, Multi-Group CFA was conducted to examine measurement invariance across Turkish and Albanian language groups. The findings demonstrated configural and metric invariance, as well as partial scalar invariance, indicating that the scale can be used for meaningful comparisons across these groups.The results revealed a clear distinction between learner-centered and teacher-centered instructional approaches, with a negative relationship between these dimensions. Furthermore, learner-centered practices were positively associated with interpersonal relations, while negatively related to discipline-oriented approaches.In conclusion, the IPS is a valid and reliable instrument for assessing teachers’ self-reported instructional performance in classroom settings. However, future studies are recommended to test the scale across different cultural contexts and to support self-report data with additional data sources such as student evaluations or observational measures. Received: 22 April 2026 / Accepted: 22 October 2026 / Published: November 2026