ABSTRACT 

The overall purpose of this study was to examine the teacher variables as correlates of students’ academic achievement in agricultural science in secondary schools in Abia State. In pursuance of the aforementioned purpose, seven research questions were developed and answered and seven null hypotheses were formulated and tested for the study. The study adopted correlational research design. The study was carried out in Abia state. The population of the study was 13,326 consisting 13040 students and 286 teachers. The sample size of 696 consisting of 648 students and 48 teachers were randomly selected and used for the study. Multi stage sampling technique was adopted. Two instruments were used for data collection titled: Teacher Variable Questionnaire (TVQ) and Agricultural science Achievement Test (AAT). The validity of the instruments was established by three experts. The reliability of the instrument for the study was determined using a test retest method of reliability. Cronbach’s apha Statistic was used to analyze the collected data and a reliability coefficient of .93 and .67 was obtained for TVQ and AAT respectively. Six hundred and ninety six (696) Copies of TVQ and AAT were administered to the respondents. However, Six hundred and eighty one (681) copies of the administered instruments were retrieved representing 97.8% retrieval rate. The data collected were analyzed using Pearson Product Moment Correlation to answer research questions and Linear Regression to test the hypotheses at .05level of significance. The findings revealed that there is a significant high positive relationship between teachers’ experience and students’ academic achievement, significant moderate positive relationship between teacher-student relationship and students’ academic achievement, significant low positive relationship between teacher’s qualification and students’ academic achievement, significant moderate positive relationship between teachers’ attitude and students’ academic achievement, non-significant very low positive relationship between teachers’ leadership style and students’ academic achievement, non-significant low positive relationship between teachers’ gender and students’ academic achievement and non-significant very low positive relationship between teacher’s teaching methods and students’ academic achievement on agricultural science in secondary schools. Based on the findings, it was recommended among others, that teachers should know that years of experience may not count if the knowledge of their subject matter does not advance as the year advances. Therefore, should make every necessary effort to update their knowledge and utilize every pedagogical innovation from time to time.