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The aim of this study was to make salient the key characteristics and tacit competencies that build an effective repertoire of practice of virtually mediated instruction and to develop and validate a multidimensional instrument to assess the professional teaching dispositions that are associated with effective online instruction - the Virtual Teaching Dispositions Scale (VTDS). Items were developed using a theoretical model developed from the literature and construct validity was established using Q-Sort methodology. The resulting 25 item VTDS instrument was constructed and EFA produced a four factor results. Reliabilty analysis showed that the entire instrument had an unstandardized Cronbach’s alpha of .891 with individual subscales ranging from .739 to .873.

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