In Western society, teacher social recognition has been identified as an important factor for improving teaching and learning. Although there are currently instruments that measure teacher social recognition, they mainly address the Western conceptualization of recognition and rely on simplistic measurement schemes. Supporting teachers via recognition in Eastern societies--whose cultural values and societal structure differ from those of Western society--necessitates a measurement tool that reflects the unique context and social values of those teachers. This study describes the construction and validation of a Teacher Social Recognition Scale via factor analysis to develop an instrument that measures Chinese teachers' concept of social recognition. Limitations and future research directions are discussed.