Despite the growing focus on social issues in CE and their incorporation into curricula worldwide, little is known about teachers’ beliefs and self-efficacy in teaching them. We hypothesis teachers’ self-efficacy regarding teaching social issues to be lower than their overall confidence in teaching computing. To test this, we developed a survey instrument on teachers’ beliefs, perceived self-efficacy and implemented practices regarding social issues in CE in Germany. We adapted two instruments from computing and science education to assess their applicability in this context. The adapted version shows good reliability (Cronbach’s \(\alpha > .82\) ). Furthermore, we hypothesise that social issues in CE is a multi-dimensional area and that teachers’ self-efficacy may vary across sub-areas. To test this, we operationalised the domain via a qualitative content analysis of 32 secondary German CE curricula and identified 14 representative competence statements. Teachers are asked about their beliefs, self-efficacy and practices for each statement. Confirmatory factor analysis of an expert-derived six-dimensional model shows a better fit than a one-dimensional model. In this paper, we present the development process of the instrument, describe its structure in detail, and discuss its quality based on the current sample size (N = 809).