ABSTRACT
This study explores the impact of teachers’ content knowledge, pedagogical knowledge, student-centered approach, and teacher-centered approach on student achievement perceptions. Data were collected from seven public secondary schools in Pakistan using an adapted self-report instrument of five Likert scales. Partial Least Square Structural Equation Modelling (PLS-SEM) was employed as an estimation technique by SMART PLS software. The results obtained from the testing model using structural equation modelling (SEM) were interpreted and discussed in tables. The study found that teachers’ content knowledge, pedagogical knowledge, and teaching practices significantly predict student achievement. These findings highlight the crucial role of teachers’ content knowledge, pedagogical knowledge, and teaching practices in achieving learning goals and outcomes.
