Abstract

The study examined the predictions of gender and self-efficacy of teachers to Economics students’ academic performance in senior secondary schools in Ondo State. The study adopted a survey research design. A sample of 576 respondents involving 540 Senior Secondary School (SSII) Economics students and 36 Economics teachers were randomly selected from 36 sampled Senior Secondary Schools. Two validated research instruments titled: Economics Students’ Performance Test (ESPT) and Teacher’s Attributes Questionnaire (TAQ) were used for data collection. The data collected were subjected to Multi-linear regression analysis. Results obtained revealed that teacher’s sex and self-efficacy have positive contributions of (0.06 and 0.11) respectively to students’ performance in Economics. Result of the analysis also showed that there is no significant difference (F=0.180, p>0.05) in the contributions of teacher variables. The study therefore concluded that teachers’ sex and self-efficacy contribute to Economics students’ academic performance in Ondo State.