The study examines the stages of ChatGPT adoption among teachers and develops a valid measurement scale to identify these stages, based on the transtheoretical model of change (Prochaska & DiClemente, 1982). The URICA scale (McConnaughy et al., 1983), comprising four distinct stages (precontemplation, contemplation, action, and maintenance), is used in our specific context. After adapting the scale, 237 teachers were recruited via social networks and SUP services to participate. Exploratory factor analysis reveals four factors explaining 81% of the variance, demonstrating satisfactory internal consistency of the studied stages. The results indicate a positive adaptation of confirmatory factor analysis models, with CFI and TLI indices exceeding 0.90, and an SRMR of 0.06, indicating their robustness. External validity is confirmed by good correlation with the SSBC scale (Bamberg, 2013) and corresponding stages.