The main objective of this study is to establish Teacher Quality model (TQM). The study also aimed to identify the relationships between teacher quality (TQ) and students' academic performance (SAP). Furthermore, the study also seeks to verify the relationships among TQ dimensions. Structural Equation Modeling was used to test the model. A total of 450 teachers from secondary schools in Kwara state, Nigeria completed the survey. The analysis yielded four dimensions for Teacher Quality, namely Teacher Knowledge; Communication Skills; Teacher Commitment and Classroom Management for the improvement of the students' academic performance. The findings show that TQ model will be of benefits to teachers in schools on how these skills can be used to improve students' academic performance. The result of the study also reveals that TQ dimensions were significant at increasing SAP. As the findings confirmed that the Teacher Quality (TQ) matters in determining students' academic performance (SAP) it is a sine qua non (condition) for school teachers to abreast themselves with the requisite qualities the teaching requires to improve students' academic performance which in turn increase the quality of education. The fits for the model were significant at >0.9. Also, TQ has a role to play in the school system for the realization of educational objectives. The findings encourage the school principal to establish development programme that will impacted positively on teachers' development for the benefits of the students so that their academic performance would be achievable.

Teacher knowledge has been regarded as important tool for improving students’ academic performance. Thus, the knowledge gained by teachers would transform teaching activities in the classroom. It is imperative for Nigeria teachers to keep abreast of latest information that would help teaching and learning in Nigeria secondary schools. Therefore, this study examined structural equation modeling to determine the relationship between teacher knowledge and students’ academic performance with mediating effect of teacher commitment. A quantitative research approach was used to determine the relationship among the three variables. Four hundred (400) teachers were selected through stratified random sampling technique. Structural equal modeling (SEM) analysis was employed to test the data fitness in with constructs formulated in the model. Based on the findings of the study, there was direct and significant relationship between teacher knowledge and students and academic performance. Also, teacher commitment was able to mediate on the relationship between teacher knowledge and students’ academic performance. The findings encourage the schools to up-date their teachers by given them in-service training.