The present study creates and validates a brief instrument to measure teachers’ job performance in schools and then establishing the effect of background variables (gender, location, and job status) on the performance. The statements of this scale were developed with the experts’ suggestions. The current research was accomplished in two studies. In Study 1, Teacher’s Job Performance Scale consisted of 24-items was developed by using an empirical approach. In exploratory factor analysis (EFA) with a principal component method (PCM) and varimax rotation, 3-factors were emerged namely Instructional Qualities, Professional Qualities and Personal Qualities. While in second study, psychometric properties of newly developed tool were determined. The results of the confirmatory factor analysis (CFA) also verified 3-factors structure in the developed scale. Internal consistency reliability and construct validity were also satisfactory for this scale. The results of both studies make available preliminary support that TJPS demonstrates tremendous psychometric properties. Therefore, it could be considered as a reliable and valid heads’ ratings instrument for assessing the job performance of teachers. The overall results revealed a significant difference between male/female and permanent/contractual teachers regarding performance. However, on the basis of heads’ ratings, the performance of teachers from urban and rural areas did not differ significantly.