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Teachers irrespective of the stages at which they are teaching or the cadre they hold, they have to play similar roles in the teaching – learning process. However, if someone starts listing the roles they play in different contexts, it keep on extending along with changes coming upon different phases of education, affecting the intellectual, emotional, social, moral, spiritual, and physical domains of the learners. Focusing on physical strength and health oriented education; the aims of education have been shifting from one to another with the passage of time on the basis of the philosophy of life the people hold and the scientific advancement opening spaces for adoption of quite different life styles.  In the present educational scenario, the educationist and the educational planners, having realized the strength and weakness of IT / digital based teaching and learning, have started preferring social learning environment in the classrooms for securing social learning for learners. Thus arises the need for teacher behaviour characteristically sociable in nature for structuring an environment for promoting sociability among the students.

In the present context, educationist and education planners have started preferring social learning environments in the classrooms. Thus arises the need for teacher behaviour characteristically ‘sociable’ in nature. The ability to be in the company of others is the core of ‘sociability’. On analyzing literature, the author has identified three constructs forming the core of sociability – Trust and belonging; Sense of community; and Good working relationship. On the basis of these altogether 36 statements were formed to be answered on a 4 point scale ranging from Strongly Agree to Strongly Disagree. After establishing content validity, item validity, and construct validity, the draft tool retained thirty items. The presence of the trait constructs were established by confirmatory factor analysis. The rested reliability coefficient 0.697 upholds the consistency of the tool.