Abstract
Service-learning activities are rapidly expanding worldwide. Several instruments are available for measuring these activities. However, none of these are suitable for measuring management issues and challenges in service-learning implementation. This study reports on the development and factor analysis of an instrument to measure service-learning management. In total, 315 teachers from vocational training institutes of Punjab, Pakistan participated in the study. The three stage scale approach of Fraser (1998) was used for construction of the scale. Items were selected based on deductive method using the existing theory. Exploratory Factor Analysis (EFA) was used to explore the factor structure of the scale. A four factor structure having 21 items was indentified. The factorial validation based on initial assessment of the scale provides initial evidences for reliability and validity of the scale. The newly developed instrument may be used for measuring challenges and issues in service-learning management. The limitations of the study are discussed and some recommendations are made for future practice.