This paper assessed the relationships between teacher characteristics and teaching behaviour and the concomitant effects of the relationships on senior secondary school students’ achievement in physics.The hypothesis tested was: that professionally trained teachers at university and who demonstrate appropriate teaching skills, would encourage students to learn better and do well in physics.Thirty-two physics teachers and 1163 physics students were randomly selected from thirty senior secondary schools (SSS) in Ogun and Oyo States, Nigeria. Two instruments were used to collect data: Teacher-students Interaction Observation Schedule (Cronbach alpha = 0.79) and Physics Achievement Test (KR-20=0.86). The result of Pearson Product Moment Correlation Coefficient among teacher qualification (r=.76; p<.05), teaching experience (r=.78; p<.05) have significant relation; 69% have direct causal effect while 31% of the variables have indirect effect on students’ achievement in Physics.Adjusted Goodness of Fit Index (AGFI), normed fit index (NFI), and comparative Fit Index (CFI) are 1.00 (perfect fit – good model fit).Results showed that there was a significant relationship between teacher factors, and teaching skills on students’ achievement in Physics. However, it was recommended that highly qualified and experienced teacher should be employed to teach physics in senior secondary schools.
Titilayo Adeoye Ajadi. Modeling the Relationship between Physics Teacher Characteristics, Teaching Behaviour and Students’ Achievement in Physics. International Journal of Arts and Social Sciences Education, 5 (2), 31-39.