ABSTRACT 

This study investigated the institutional factors as predictor of students’ academic achievement in public secondary schools in South East, Nigeria. The study was guided by eight research objectives, as eight research questions were posed for the study and eight null hypotheses were tested at 0.05 level of significance. The study adopted the Correlation Research and Ex-post facto Design. The population comprised of 4,628 male teachers and 7,014 female teachers from 587 senior secondary schools that is spread across 95 local government areas in 24 education zones in the area of study in the 2017/2018 academic session in the area of the study. A sample of 1164 teachers which comprised 737 female teachers and 427 male teachers which were selected   from 59 (fifty nine) secondary schools was used for the study.  1,028 which comprised 44 secondary school principals and 984 teachers from the 199 public secondary schools in the three sampled states.  Two instruments which were the “Institutional Factors Scale “(IFS) and Proforma consisting of Students academic Performances in the 2017/2018 academic session were used for data collection. The Institutional Factors Scale “(IFS) was validated by three experts which comprised two from the Department of Educational Management and one from the department of Science Education (Educational Measurement and Evaluation). The stability and internal consistency of the “Institutional Factors Scale” (IFS) gave a reliability index of 0.82 and 0.89 respectively. The data for the study was collected through the administration of 1164 copies of each of the research instruments to the teachers   through the aid of a research assistant, as the researcher recorded 100% recovery of the distributed questionnaire and Corresponding Academic Achievement of students in SS II. Simple and Multiple Linear Regression analysis while the null hypotheses were also tested using the p-values of the ANOVA obtained from the Simple and Multiple Linear Regression analysis Findings of the study revealed that institutional factors such as  teachers academic qualification, teachers years of teaching experience, teachers classroom management, student teachers ratio, class size, leadership styles, teaching method predicts students’ academic achievement in secondary schools in South East, Nigeria. Based on the findings of the study, the study recommended that Government should ensure the adequate recruitment of dedicated, qualified teachers to teach in all senior secondary schools in the study area in particular and the country in general. Also teachers with long years of experience should be encouraged and motivated to stay in teaching profession as the years of experience significantly predicts the students‟ academic achievement