Abstract
The study investigated the relationship between teachers job satisfaction and students academic achievement at technical colleges in North Western Nigeria. Two purposes with two corresponding research questions guided the study. One hypothesis was postulated and tested at 0. 05 level of significance. The study employed survey and correlational research designs. Two sets of data, primary and secondary, were collected and correlated Researchers designed structured questionnaire that had 35 items was used to collect the primary data which was the sampled opinion of 56 Mechanical teachers on intrinsic job satisfaction factors. The reliability coefficient of 0.78 of the validated questionnaire was determined through Cronbach Alpha formula. A profoma was used to collect secondary data, which was the Mechanical engineering craft practice National Business and Technical Examination Board (NABTEB) exams results of five years 2011 to 2015 academic sessions collected from each technical college visited Frequency counts, means and standard deviations were employed to answer the research questions, while Pearsons Product Moment Correlation was used to test the hypothesis. The findings showed among others that, there is no significant relationship between Mechanical Engineering Craft Practice (MECP) teachers Job satisfaction and student academic achievement and that, the predetermined intrinsic factors are important sources of job satisfaction of MECP teachers, One of the recommendations made is that: Commissioners, Directors, Supervisors, principals and society in general should ensure that both intrinsic factors of job satisfaction are well provided so that teachers job satisfaction would be high for effective teaching and thus enhance students high academic achievement.