Many institutes of higher learning (IHL) globally has implemented student evaluation of teaching (SET) in evaluating teaching quality among lecturer, The implementation of SET not only enhance the standard of teaching and learning and give an impact on students’ academic performance but also as critical decisions such as promotion, and for accreditation and governmental agencies that require such evaluations. Among the crucial components of SET were planning, teaching strategy, students’ participation, coursework assessment, soft skills and course quality. The study withal strives the development of teaching quality model by means of a SET. This study seek to rectify the argument that the teaching quality measured by a SET contributes to students’ academic performance. The teaching quality model and its relationship with students’ academic performance were evaluated by using Partial Least Squares-Structural Equation Model (PLS-SEM) approach as the sample size was too small to utilize Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). A purposive sampling was utilized in this study involving 93 undergraduate students of Sultan Idris Education University's (UPSI) Mathematics Education Degree (BEd Maths) program. From the analysis, it revealed that all the relationships in the developed model were significant at p<0.001. The results indicated that the developed model was strengthened by empirical data and in-line with the preceding findings and theoretical framework. A part of teaching quality and students’ academic performance path model, the study also prosperously validated all the indicator variables depicted in SET constructs, these were planning, teaching strategy, students’ participation, coursework assessment, soft skills and course quality by means of structural equation model through PLS-SEM approach. In conclusions, the relationship between teaching quality and students’ academic performance not only be expressed in lower order components in PLS-SEM but also be modeled as a hierarchical component model where the teaching quality measured by a SET contributes to students’ academic performance and were supported by empirical data,