The purpose of this study was to investigate the level of teachers’ participation in management of change in relation to change relating to curriculum and instruction and its effect on teachers’ motivation. The objectives of the study were to determine the effect of teachers’ level of participation in management of change in relation to curriculum and instruction and its effects on teachers’ motivation. The study was anchored on Change Management Model and Hertzberg Motivation Theory. The study used correlation design. The target population was 3630 persons comprising 578 School Principals and 3052 Subject Teachers. The study used proportional stratified random sampling techniques for teachers and School principals. A sample size of 403 respondents was used for this study comprising of 58 school principals and 345 subject teachers. Data were collected using a questionnaire for school principals and teachers. Content validity was the measure of validity. Reliability was ascertained using internal consistency reliability which yielded a Cronbach’s alpha coefficient of .982. Descriptive statistics and inferential statistics (Simple Regressions) were used for data analysis using SPSS. Teachers were at different level of motivation and participation in management of school change. The study revealed that teachers’ level of participation in management of change in relation to curriculum and instruction had a statistical significant effect on their motivation (β= .28, p-value< .05). It was recommended that schools embrace participatory structures that encourage high level of teachers’ participation in management of change in relation to curriculum and instruction in order to increase the teachers’ motivation.
