Raju, Mohan (PhD)Gobie, Abera2018-06-212023-11-182018-06-212023-11-182007-03http://etd.aau.edu.et/handle/12345678/2444This study aims to examine the relationship of teacher self concept to teacher behaviors and students educational outcomes at first cycle primary schools of Fogera and Libokemkem woredas. To do this, 460-4th grade students (230-girls and 230-boys) were selected by using systematic random sampling techniques. Besides, 46-teachers (21-females and 25-males) were purposely selected. The sample consisted of an intact I-teacher and IO-students per class. These participants were measured using different questionnaires which focused on dimensions of teacher self concept, teacher behaviors and student educational outcomes. The data collected through these instruments were analyzed using Pearson product moment correlation coefficients. The results revealed that there was no significant relationship between teacher self concept to teacher leadership style dimensions. Likewise, significant association was not observed between teacher self concept and teacher use of power dimensions (except the relationship between teacher social self concept to teacher use of reward power). Significant correlation was obtained between teacher pedagogical self concept with all of the students educational outcomes (except students attitude toward peers). Similarly, significant relationship was obtained between teacher social self-concept with students motivation to learn and attitude toward teachers. Significant association was also observed between teacher administrative self-concept with students motivation to learn. Other significant correlation was obtained between teachers leadership styles like initiating structure and consideration with student self concept. On the contrary, there was no significant association between teachers use of power and students educational outcome dimensions. Thus, concerned bodies need to give due attention on the variables under studied to enhance students educational outcomesenEducationThesis