This study aimed at establishing the relationship between teacher’s competencies and students’ academic performance at one of the National Teachers’ Colleges (NTC) in Uganda. Communication ability, command of subject matter, social support and commitment as teacher’s competencies were studied and their relationship with students’ academic performance was established. The study employed the quantitative paradigm and a correlational, cross-sectional survey design. Self-determination and achievement goal theories provided the theoretical framework of the study. Students’ academic performance was conceptualized as student’s grade points scored as reflected in examination results in one of the cross-cutting subjects in professional studies. A total of 438 students participated in the study by filling a self-administered questionnaire (SAQ). Using Statistical Package for Social Scientists (SPSS), collected data were analyzed at descriptive and inferential levels. Research hypotheses were tested at both bivariate and multivariate levels using Pearson’s linear correlation co-efficiency and multiple regressions respectively. The study established an insignificant relationship between teacher’s communication ability, command of subject matter, social support and commitment with students’ academic performance. The study concluded that teacher’s competencies studied were inconsequential in improving students’ academic performance. Therefore, recommended that further research should be carried out on both the variables studied and other factors affecting students’ academic performance at the National Teachers’ College studied to find out what is really causing poor students’ academic performance.

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