BERNICE N. AGHAHOWA

This study examined the influence of teacher attributes — specifically teachers’ academic qualification, years of teaching experience, and teaching style — on secondary school students’ academic achievement in Biology within Egor Local Government Area (LGA), Edo State. Guided by Social Cognitive Theory, the correlational study used a structured questionnaire (TASAABQ) validated by faculty experts and pilot-tested (Cronbach’s α = .812) to collect data from 200 senior secondary students (SS2 & SS3) drawn from five public secondary schools in Egor LGA. Demographic and Likert-type responses were analysed using descriptive statistics (means, SD, percentages), Pearson correlation, independent- samples t-tests, and one-way ANOVA to test hypotheses about relationships between teacher attributes and student achievement. Results showed statistically significant positive relationships between teacher qualification and student achievement, teacher experience and student achievement, and between student-centred teaching styles and achievement. Effect sizes indicated practical importance: teacher qualification and experience jointly explained a substantial portion of variance in students’ Biology scores. The study concludes that improving teacher professional qualifications, retaining experienced teachers, and promoting interactive, student-centered biology pedagogy are critical to raising students’ achievement. Recommendations for teachers, school administrators and policymakers are provided, along with suggestions for further research and acknowledged limitations. (Keywords: teacher qualification, teaching experience, teaching style, Biology achievement, Egor LGA).