Understanding teachers’ motivation to teach computer science (CS) plays a significant role in recruiting, supporting, and retaining CS teachers. Prior literature had identified the existence of differences among female and male teachers in terms of their motivation to teach. The goal of the current study was to examine the psychometric properties and measurement invariance of the Motivation to Teach Computer Science (MTCS) scale between female and male groups. Data were collected from 310 educators enrolled in a professional learning course to prepare teachers for the CS certification exam during 2022 and 2023. Specifically, we conducted a confirmatory factor analysis with all respondents (N=310) and further examined measurement invariance among those who disclosed their gender (N=298). Results from the confirmatory factor analysis suggested satisfactory psychometric properties of the MTCS scale. In addition, we identified strong evidence to support the configural, metric, and scalar invariance across the gender groups, confirming that the MTCS scale is a valid measure of motivation to teach CS for both females and males. The study represents a significant advancement in the measurement of motivation to teach CS. Implications of using this instrument to assess teachers’ motivation in CS teaching and further refinement of the instrument are discussed.