Despite the growing prominence and importance of the field of teacher dispositions for addressing selection criteria and assessment in educational research, there is an absence of psychometrically evaluated instruments to facilitate investigations. Furthermore, research thus far has not explored the relationship between teacher dispositions and better student outcomes. To address this paucity, key dispositional factors conducive to successful teaching and learning were identified through interviewing high performing teachers. Based on the interview, data a 24-item Teacher Disposition Scale (TDS) was constructed consisting of five dimensions: Motivation to teach; Teacher efficacy; Willingness to learn; Conscientiousness; and Interpersonal and communication skill. The scale was psychometrically tested on 179 pre-service undergraduate students at an Australian university. Both factor analysis and Rasch measurement modelling indicated evidence of a reliable and valid multi-dimensional scale. The article concludes with a discussion on the implications of the scale for future research
