This study investigates the relationship between teachers’ engagement practices and students’ academic performance in public senior secondary schools in Ondo State, Nigeria. Using a quantitative correlational survey design, data were collected from 360 teachers across 45 schools and analyzed with descriptive and inferential statistics. Findings revealed significant positive correlations between behavioral, emotional, and cognitive teacher engagement and students’ academic achievement (r = .615–.671, p < .05). Also the adequacy of educational facilities was found to interact with teacher engagement, jointly influencing student performance (r = .701, p < .05). The results underscore the importance of teacher motivation, professional development, and supportive school environments in enhancing learning outcomes. Recommendations include establishing standardized professional development frameworks, incentivizing teacher retention, strengthening teacher-student relationships, and adopting holistic policy interventions that simultaneously address infrastructural and pedagogical challenges. The study concludes that improving both teacher engagement and school facilities is critical for educational effectiveness in Ondo State.