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In the context of teacher competences’ association with student performance, assessment of didactic competences is an important concern for educational professionals. The current study aims to develop and validate a tool for assessing perceived competences in didactic activity for a group of Romanian teachers. The study examined 160 teachers from 15 schools in Bucharest, Romania, aged 20-60 years old. In the process of development and validation of the instrument (Assessment of perceived competences in didactic activity), the recommended steps were followed. Exploratory factorial analysis indicated the existence of three factors: effective communication of the teacher, development of students’ critical thinking, and use of auxiliary resources. Reliability analysis showed high reliability coefficients, indicating good psychometric qualities of the scale. The correlations between the three factors were high, so the scale has acceptable convergent validity. Confirmatory factor analysis showed that the three factor model has indicators of good fit, also indicating good psychometric properties. The main practical implication is that the proposed instrument can be successfully used in identifying development needs of teachers resulting from the evaluation process. Based on the results derived from self-assessment of teaching competencies, customized professional development programs can be created for each teacher, aiming at developing skills and, implicitly, improving performance at the workplace.

Development and Validation of an Instrument for Assessing Perceived Competences in Didactic Activity