<p>This article aims to develop a&#xa0;questionnaire that captures the antinomy-related occupational demands of teachers, which may arise from antinomic tensions. The theoretical basis is Helsper’s concept of antinomies, which was used to identify demands resulting from these structural contradictions. Data were collected from teachers in two separate surveys (<i>n</i>₁ = 244, <i>n</i>₂ = 501), forming the basis for the factor-analytic evaluations. The results show that the eleven theoretically identified antinomy-related demands can be empirically represented by three items per factor in both independent datasets, and exhibit adequate scale reliabilities. The scales predominantly show above-average scores, as measured by the possible scale range, and are therefore frequently experienced. Furthermore, the results reveal predominantly positive correlations between the scales and professional role experiences of negative valence, as well as predominantly negative correlations with professional role experiences of positive valence. A&#xa0;compact instrument with good psychometric properties has been developed that can be used both in empirical research and in addressing practical professional issues.</p>