The aim of this study is to develop a valid and reliable scale to measure the time traps teachers fall into during the teaching-learning process. The sample consists of 234 final-year students continuing their education at the Faculty of Education in the first implementation and 233 pedagogical formation students in the second implementation. Expert opinion was sought for content and face validity of the scale, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied for construct validity. For reliability analysis, Cronbach's Alpha internal consistency, Spearman-Brown, and Guttmann split-half coefficients were calculated, and corrected item-total correlations were used for item analysis. In the first implementation, six items with low factor loadings were removed from the 50-item scale as a result of EFA. It was determined that the remaining items had sufficient factor loadings, were unidimensional, and explained 39.3% of the variance. After EFA, the Cronbach's Alpha internal consistency coefficient was found to be 0.96, Spearman-Brown and Guttmann split-half coefficients were calculated as 0.91, and the corrected item-total correlations ranged from 0.34 to 0.75. Following CFA, 21 items remained in the scale, and the fit indices for the unidimensional structure were within the recommended limits. After CFA, the Cronbach's Alpha internal consistency coefficient was found to be 0.91, Spearman-Brown and Guttmann split-half coefficients were calculated as 0.85, and the corrected item-total correlations ranged from 0.37 to 0.73.