This study aimed to develop and validate a survey instrument designed to assess the Pedagogical Content Knowledge (PCK) of instructors teaching one-to-one pop singing courses at conservatories in China. The instrument was constructed to evaluate four key dimensions of PCK: conceptions of purpose for teaching subject matter, knowledge of students’ understanding, curricular knowledge, and knowledge of instructional strategies. The development process involved an extensive literature review, expert consultations, and pilot testing with conservatory instructors. Content validity was rigorously established through expert evaluation, yielding high Content Validity Index (CVI) values, with an S-CVI/Ave of 0.97 and an S-CVI/UA of 0.95. Exploratory Factor Analysis (EFA) confirmed the instrument’s construct validity, with a Kaiser-Meyer-Olkin (KMO) value of 0.706 and a significant Bartlett’s test of sphericity (p < 0.001). The cumulative variance explained by the four factors was 78.98%, indicating a strong explanatory power. Reliability analysis indicated high internal consistency, with Cronbach’s alpha values ranging from 0.890 to 0.970 across the four dimensions. The final 21-item instrument offers a robust and reliable tool for assessing PCK in the context of pop singing pedagogy, contributing valuable insights for improving teaching practices and supporting the professional development of music educators.
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