This study examined the validity of Selwyn's computer attitude scale (CAS) and its implication for technology-based performance of randomly sampled (n = 167) multidiscipline teaching faculty in higher education in Ghana. Considered, computer attitude is a critical function of computer attitude and potential performance. Composed of four constructs, and using a five-point Likert rating scale, the CAS measured "affective," "perceived behavioral control," "behavior," and "perceived usefulness attitudes" as multi-construct of computer attitude. The reliability of the overall computer attitude and all four constructs scales are positive with high internal consistencies (greater than 0.70) and significant construct validity (p less than 0.001). Analysis of variance (ANOVA) showed significant mean differences across all four constructs at p = 0.001. Affective attitude was the highest contributor of computer attitude followed by perceived usefulness, behavior, and perceived behavioral control attitudes. The teaching faculty has relatively high positive computer attitude; with purposeful practice and enabling environment, they can manage technology-oriented proficiencies and professional performances effectively. Further studies in private and public universities worldwide are proposed for practical and academic significance. In addition, relational and invariance of CAS across demographic factors such as gender, age, academic status, and subject discipline are proposed for their differential influence. (Contains 3 tables and 5 figures.)