Computational thinking (CT) skills are accepted as fundamental literacy. Although the idea that K-12 teachers should teach students CT skills in an interdisciplinary context is heavily expressed, there is a need for a measurement tool in Turkish that measures teachers' self-efficacy in this regard. This study aims to adapt the T-STEM CT scale, developed by Boulden et al. (2021), into Turkish and to carry out validity and reliability studies of this scale. The original scale consists of a 5-point Likert scale and 13 items. The participants of this study consisted of 168 teachers from different branches working in K-12 schools. It was carried out by selecting for application purposes and a convenient sampling method. Various validity and reliability methods were used to validate the scale. According to the results, the two-factor (Factor1: T-STEM CT self-efficacy, Factor2: T-STEM CT outcome expectancy) and thirteen-item structure had an acceptable fit with the data. Consequently, the validity and reliability of a Turkish tool measuring teaching efficacy beliefs for computational thinking skills were confirmed.