Our study aims to develop and validate a multidimensional Innovative Work Behaviour instrument to measure teachers IWB. Current IWB conceptualizations and operationalizations need further attention. Existing measurements miss empirical evidence of the construct validity and moreover do not include a sustainability dimension. Based on a thorough and comprehensive conceptualization of IWB, we first adapted and extended the items of previously used instruments and developed items for a sustainability dimension. Second, we tested the construct validity of this newly developed multi-dimensional IWB instrument in a Dutch context, using Rasch techniques and Confirmatory Factor Analysis (CFA). The psychometric characteristics were examined in a sample of teachers working in vocational education (N = 440). The results revealed five dimensions of IWB, namely Opportunity Exploration, Idea Generation, Idea Promotion, Idea Realization (differentiated in two sub-dimensions: Criterion-based implementation and learning-based communication) and Idea sustainability (differentiated in two sub-dimensions: External dissemination and internal embedding). The dimensions were reliably measured ([alpha] 0.84- 0.94) using 44 items. This new instrument, which builds on recent conceptualizations of IWB as well as on the pivotal innovation models of West and Farr (1989) and Fullan (2007), offers for an international group of researchers a conceptually sound and valid tool to validate explanatory models of innovative teacher behaviour. For practitioners in the domain of educational innovation, it offers the opportunity to diagnose, in a sound way, the extent of the necessary conditions of teachers IWB for an educational innovation to succeed.