By Dr F. A. Unimna
Abstract
 This study focused on teacher self-concepts and academic achievement of JSS 3 students in Social Studies in Cross River State, Nigeria. To achieve the purpose of this study, one research question was posed and transformed into one hypothesis which was tested at 0.05 level of significance. The study adopted Ex-post facto research design. Three hundred and twelve (312) Social Studies teachers in three hundred and fifty two (352) public secondary schools were purposively (census) chosen as the sample. A four point likert scale of Self-Concept Questionnaire (SCQ) and Social Studies Achievement Test (SSAT) were used as instruments for data collections. Independent t-test was used to test the hypothesis. The result obtained revealed that teacher self-concept significantly influences students’ academic achievement in Social Studies. It was recommended among others that teachers should be encouraged to be of stable disposition as this will enhance their productivity and boost self-concept for effective implementation of the Social Studies curriculum contents.