Introduction. Effective psychological and pedagogical support of a teacher's professional activity is necessary to ensure the quality and effectiveness of pedagogical functions in the context of modernisation of the educational system. The purpose of the study is to develop, validate and standardize an original methodology for assessing the innovative susceptibility of a teacher. Materials and methods. The study, aimed at identifying the psychometric characteristics of the new methodology, involved 482 people aged 21 to 65 years. Of these, 262 were women (53.8%), 220 were men (46.2) (sample 1); to verify convergent validity, 482 respondents took part in the study (sample 2); to assess test-retest reliability, 144 people took part (sample 3). The study used the methods of mathematical statistics: nonparametric criterion of rank correlation rs –Spearman to identify the convergent validity of the questionnaire, standardized effect size of Cohen's d to identify statistically significant differences between the levels of innovative susceptibility of the teacher by gender, the magnitude of the statistical effect of the indicators of innovative susceptibility of the teacher for the level characteristic. Research results. The developed methodology includes 7 scales and 36 questions: stimulating factor, personal and pedagogical values, personal and professional qualities, typological characteristics of innovative susceptibility, pedagogical methods, interactive teaching methods, the result of innovative susceptibility, allowing to assess the level of innovative susceptibility on a five-point scale based on the presented indicators. In the process of developing a hypothetical construct of the methodology, a theoretical analysis of scientific approaches to the subject of the study was carried out, the content of the phenomenon of innovative susceptibility of the teacher was revealed. The article presents the text of the methodology, keys, interpretation of the results, data on the standardization of the sample, on the basis of which the study was designed. Conclusion. The obtained results of the study confirm the high level of reliability, accuracy, validity of the questionnaire, which allows us to present it as a reasonable and suitable psychodiagnostic tool for studying the psychological characteristics and the level of manifestation of innovative susceptibility of teachers of educational institutions in the process of psychological and pedagogical support of pedagogical activity.