The aim of this study is to develop a valid and reliable instrument to measure the performance of schools in relation to corporate social responsibility based on teachers' perceptions. To this end, content and construct validity and reliability studies were conducted with the participation of 521 teachers from four different study groups. As part of the related studies, a comprehensive literature review on the phenomenon was conducted and the theoretical structure was revealed through open-ended questions to the first study group of thirty teachers. An item pool was then created in accordance with the existing scope and the type of scale was determined. Eight experts were consulted for the item pool and the item pool was finalised and a draft scale form consisting of thirty-one items was produced. The draft scale, with the addition of the administration instructions, was administered to the second study group, a group of forty teachers, and thus the pre-application was realised. The scale that emerged after the pre-test was applied to a total of 451 teachers from two different study groups for exploratory and confirmatory factor analyses, and validity and reliability analyses were conducted on the data obtained from the study groups. These analyses showed that the total variance explained by the nine-item, one-factor structure that emerged from EFA was 81.8%, and the construct validity of the scale was supported by confirming the emerging structure with CFA. Reliability analyses revealed that Cronbach's [alpha] and McDonald's [omega] values were 0.975 and 0.976 respectively, and these values, which were quite high, proved that the scale was a reliable scale. As a result, a valid and reliable scale capable of measuring teachers' perceptions of the CSR performance of the schools where they work has been introduced to the literature.