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This study examined relationship among teachers academic qualification, teachers professional qualification, teachers content knowledge, teachers instructional quality, teachers’ evaluation procedures, teachers’ work value, teachers’ classroom attendance’ and teachers’ job satisfaction on academic performance of secondary school students in Saki-west local government area. The study adopted a descriptive research design of correlational type. The secondary school teachers in Saki township were selected using multi-stage sampling technique and 718 teachers were selected at random for the study out of 2456 teachers working in this local government. The Teacher’s characteristics scale (α = 0.86) was used as a measure of teacher’s characteristics factor. Three research questions were answered in the study. Correlation and Multiple Regression were used as tools of analysis. The eight variables (teachers academic qualification, teachers professional qualification, teachers content knowledge, teachers instructional quality, teachers’ evaluation procedures, teachers’ work value, teachers’ classroom attendance’ and teachers’ job satisfaction) when combined, accounted for 54.6% of the total variance in the academic performance. There was also significant relative contribution of the independent variables (teachers academic qualification, teachers content knowledge, teachers instructional quality, teachers’ evaluation procedures and teachers’ job satisfaction) to academic performance of the participants (F(8,710)=47.48; p DOI: 10.5901/jesr.2014.v4n6p459

journal of educational and social research

Teachers’ Characteristics as Correlates of Students’ Academic Performance among Secondary School Students in Saki-west Local Government Area of Oyo State