The study sought to establish the relationship between teachers’ pedagogical practices and Senior High School (SHS) students’ academic achievement in Ada East District of the Greater Accra Region, Ghana. The cross-sectional survey research design was adopted for the study. The census method was used to select all the 126 teachers in the district while 126 students were also selected from a population of 1294 using the stratified proportionate and simple random sampling techniques. Four hypotheses were formulated to guide the study. Pearson Product Moment Correlation was used to test the first two hypotheses while Independent-Sample T-test and One-Way ANOVA were used to test the third and fourth hypotheses respectively. The result revealed that there was a statistically significant positive weak relationship between teachers’ competence in planning and preparation and students’ academic achievement. There was also a positive weak relationship between teachers’ pedagogical responsibilities and students’ academic achievement. Furthermore, both male and female teachers demonstrated similar pedagogical practices and finally the study established that significantly, the pedagogical practices of teachers statistically differed based on their teaching and professional qualification. Recommendations were made on how teachers could improve upon their pedagogical practices to enhance the academic achievements of their students.

Pedagogical Practice, Academic Achievement, Planning and Preparation, Professional Responsibility

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