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This quantitative correlational study examines the professional motivation of computer science educators and develops a robust, reliable measurement scale to assess influencing elements. Data were collected from 798 scholars across Turkey in three stages: EFA (246), CFA (366), and final application (186). 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Computer science educators must possess a passion for computing and education. This study investigated the professional motivation of computer science educators. A robust and reliable scale has been developed to evaluate the elements influencing the professional motivation of computer science instructors. The study used a quantitative correlational survey model. The scale was created utilizing data from 798 computer science scholars across Turkey's provinces. Data was gathered in three stages. The Exploratory Factor Analysis (EFA) involved 246 instructors, the Confirmatory Factor Analysis (CFA) included 366 teachers, and the final application encompassed 186 teachers. The data analysis software utilized was SPSS version 25.0 and AMOS version 24.0. The findings indicate that CFA was employed to examine a structure comprising 18 elements and two factors. The results indicated that instructors' motivation did not significantly vary based on gender, alma mater, years of experience, or location of assignment. A notable disparity was detected in the management factor based on the educational level of the teachers (primary, secondary, or high school) . Independent samples t-tests revealed no significant difference in motivation scores based on gender (t[184]=.102; p>0.05) . ANOVA results indicated no significant differences based on years of professional experience (p=0.068; p\u003C0.05) or city of assignment (p=0.199; p\u003C0.05). ANOVA indicated a significant impact of educational level (p=0.058; p\u003C0.05) on the management-based factor. Post hoc comparisons (Tukey HSD) revealed that high school teachers exhibited considerably greater management-related motivation than their counterparts at the primary and secondary levels.  \nKeywords: Computer science, teacher, motivation, professional motivation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), ANOVA.  \n1 This research has been derieved from the first author's master thesis  \nInterna'onal Journal of Computer Science Educa'on in Schools, February 2026, Vol. 7, No. 3  \nISSN 2513-8359  \n1. Introduction  \nIn the last thirty years, computer science has become an essential discipline in technology and education (Popovich et al., 2008) . The widespread use of computers is increasingly viewed as a vital skill in the digital age, requiring the integration of computer science courses into educational programs. This integration has amplified the importance of computer science educators' motivation. The motivation of educators profoundly impacts the quality of computer science training. Teacher motivation is a vital factor impacting educational quality, as it influences lesson design, student engagement, and overall educational efficacy (Yavuz & Karadeniz, 2009) . Teacher motivation is a determinant that directly impacts students' achievement in academic pursuits. Motivated educators execute their classes with more efficiency, while those lacking motivation view lessons mostly as a burden (Mabula, 2013) . Teacher motivation is seen as an essential factor for success in education. Modern motivation research employs more sophisticated frameworks than merely distinguishing between intrinsic and extrinsic motivation; notably, Self-Determination Theory differentiates between autonomous motivation (such as intrinsic interest and alignment with professional values) and controlled motivation (such as external pressures), providing a more comp","cbCaibapK3ZWZT6s","https://ap.wps.com/l/cbCaibapK3ZWZT6s","pdf",445145,26,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"What does the study investigate about computer science educators?\",\"answer\":\"It investigates educators’ professional motivation in computer science education and the elements that influence it.\"},{\"question\":\"How was the motivation scale developed and validated?\",\"answer\":\"The scale was developed using data from 798 computer science scholars and validated through EFA and CFA in three stages with SPSS and AMOS.\"},{\"question\":\"Which teacher characteristics were tested for differences in motivation?\",\"answer\":\"The analysis examined differences by gender, alma mater, years of experience, location of assignment, and educational level, including post-hoc comparisons by school level.\"}]","Teaching Computer Science - Analysing the Key Factors Affecting Educators' Professional Motivation | PDF",1792065077,66]