Teacher always played a significant role in the intellectual and moral development of students by using various techniques, assessments and methods to improve the student’s achievement in school’s subjects. This study therefore focuses on the effect of teacher factors; assessment interval, communication language, the distance of residence, the teacher’s personal characteristics (gender, age, academic and professional qualification, designation, experience and in-service training) on the 9th class student’s achievement in three subjects, English, Chemistry and Mathematics at secondary level. The population of the study comprised all “public sector” secondary schools, male and female teachers and boys’ and girls’ students. A total of 16 secondary schools (08 male and 08 female), 114 secondary school teachers (66 male and 48 female) and 2404 students (1400 boys and 1004 girls) were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean and standard deviation were employed to obtain stronger validity to the study. The results of the study revealed that there was no significant relationship between many teachers’ related factors and the student’s achievement at the secondary level.
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