This paper reports the development process of a scale for Information and Communication Technology (ICT) teachers' acceptance and use of Scratch for teaching programming. For early beginners of programming, Scratch is the most popular block-based software for facilitating programming teaching (Zhang and Nouri, 2019) worldwide. Also, in Turkey, Scratch is widely used and has been chosen as a block-based coding tool for developing problem solving ability, self-efficacy, motivation, interest (Kasalak and Altun, 2018). Despite that wide use, there is a lack of scale for understanding ICT teachers' acceptance and use of Scratch for teaching programming. Theoretically, this scale development study is based on Unified Theory of Acceptance and Use of Technology (UTAUT) which is also explained in the paper. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, the final version for the scale includes 28 items. The Cronbach Alpha coefficient is 0.97. "Perceived Acceptance and Use of Scratch Software for Teaching Programming Scale" (PAUSS-TPS) can help the practitioners who aim at understanding the ICT teachers' level of acceptance and use of Scratch; the researchers who wish to investigate perceived contribution according to various variables and the decision-makers for deciding to use Scratch or shift to another block-based tool for teaching programming at early ages.