Teaching Learning Process (TLP) is an important construct in the education domain as it explains how teaching aids the learning process. The present study is an extension of the same TLP concept, wherein an attempt has been made to examine the relationship between perceived teacher attribute and student achievement. Using a quasi-experimental design, the efficacy of 16 perceived teacher attributes and student achievement were measured on 121 students for one full academic year. The results suggested that five key attributes of teacher viz. optimism, attitude, aptitude, inclusive, and cultural affinity were significantly responsible for higher academic achievement among students. EFE enable to emerge three factors namely Systemic perspective; Emotional and critical perspective; and Role and identity perspective. Subsequently Confirmatory Factor Analysis (CFA) was performed using SEM wherein the relationship between the three factors and the student achievement were examined which was found to be significant.

TLP, teaching, learning, teaching-learning, education, attribute