Causal attributions constitute one of the most universal forms of analyzing reality, since they fulfill basic functions in motivation for action. As a theory of causal explanations for success and failure, attribution research has found a natural context in the academic domain. Despite this, it appears that teacher attribution, in particular language teacher attribution, is an unchartered territory that awaits further research. Having attributed this gap to the scarcity of a standardized instrument for assessing teacher attributions, the researchers of the present article set out to design and validate a scale for measuring English language teacher attributions with the prospect of initiating further research on teacher attributions. Based on Weiner’s attribution model, a five-factor scale with 50 items was proposed. Confirmatory factor analysis resulted in a more refined version of the scale comprising four attributions and 40 items. The resultant model had acceptable fit indices and satisfactory reliability estimates. To further validate the scale, its association with a closely related construct, i.e. teacher efficacy, was examined using structural equation modeling analysis. The results demonstrated that the proposed model is acceptable. It was concluded that the scale is a valid and reliable tool for assessing language teachers’ attributions.

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