Abstract
The study was carried out to determine the innovative instructional model and pedagogical efficacy of teachers as correlates of productivity and motivation of Technical Education students in colleges of education in North-West Nigeria. A structured questionnaire with 37 items was used as the instrument for data collection, based on a five-point Likert scale, and subjected to face validation by five experts. The internal consistency of the instrument was established using the Cronbach alpha reliability method, which yielded a coefficient of 0.86. The study adopted a correlation research design, and the sample size consisted of 67 students of Industrial Technical Education in Federal Colleges of Education (Technical) Bichi, Gusau, and Gidan Madi. Data were analyzed using SPSS version 25, and the results revealed that a moderate and positive correlation exists between the innovative instructional model and pedagogical efficacy of teachers, as well as between the innovative instructional model and the productivity of Technical Education students, while a weak and positive correlation was found between the innovative instructional model and students’ motivation. Based on these findings, the study recommended the adoption of innovative instructional models and the provision of professional development opportunities for teachers to enhance their pedagogical skills, as this can lead to improved student outcomes. It concludes that the implementation of innovative instructional models in Technical Education faces several challenges but significantly impacts both productivity and motivation among students.