Correlation Between Motivation Levels and Instructional Competence of Computer Studies Teachers in Senior Secondary Schools in Ebonyi State, Nigeria

Teacher motivation and competence are critical determinants of effective curriculum delivery, particularly in technology-driven subjects like Computer Studies. This study examined the correlation between motivation levels and instructional competence among Computer Studies teachers in Senior Secondary Schools in Ebonyi State, Nigeria. Using a correlational survey design, data were collected from 180 Computer Studies teachers (102 male, 78 female) selected through stratified random sampling. Instruments included the Teacher Motivation Scale (TMS, α = 0.87) and Computer Instructional Competence Questionnaire (CICQ, α = 0.89), focusing on word processing, spreadsheet, electronic presentation, and ICT skills. Results revealed moderate overall motivation levels (M = 2.68, SD = 0.72) and competence levels (M = 2.81, SD = 0.65) on a 4-point scale. Pearson Product-Moment Correlation analysis showed a significant positive relationship between motivation and overall competence (r = 0.62, p < 0.05). Gender differences were not significant in most domains except electronic presentation. The study recommends targeted professional development, improved remuneration, and provision of ICT infrastructure to enhance teacher effectiveness. Findings have implications for policy in digital education in developing contexts