Journal of Social Science for Policy Implications 1(1); June 2013 pp. 23-31 Nasreen & Naz ©American Research Institute for Policy Development 23 www.aripd.org/jsspi A Study of Factors Effecting Academic Achievement of Prospective Teachers Dr. Abida Nasreen Institute of Education & Research University of the Punjab Lahore, Pakistan. Anjum Naz University of Sargodha Sargodha, Pakistan Abstract The paper tried to clarify factors influencing academic achievement of prospective teachers studying in different teacher education programs. The government has focused on the improvement in the quality of education especially after the quantitative expansion of enrolment rates at all levels of education. As one of criteria of the quality of education, prospective teachers’ academic achievement was investigated inthe paper, because academic achievement is most often cited as a institutional effectiveness indicator byadministrators, teachers, students and their parents (Gaziel, 1996). The study was carried out on a sample of 200 students of 9 departments of Institute of Education and Research, University of the Punjab, Pakistan. The sample was randomly selected and 22 students of 4 th semester from each department were taken. Cumulative Grade Point Average (CGPA) of students was also taken. Information was collected through questionnaire. The result of the research study showed that parental involvement, teacher teaching style, socioeconomic status, peer pressure, and motivationwere effecting student’s achievement. Key words: Factors, Effect, Academic, Achievement . Introduction Education has been regarded as a key factor for national development by the Pakistani government. By their strong initiative, Teacher education has been prioritized. It is considered necessary because teachers with strong pedagogic skills can show better results at all levels of education in Pakistan. Therefore the preparation of prospective teachers is crucial as the country’s future is in their hands. Identifying factors that influence students’ learning and thus achievement continues to be an important objective of educators at all levels (Carrotte, 1999). Various factors affect student achievement at higher education level like personal confidence and a feeling of competence in learning; hopeful but realistic projection into the future occupational roles and social roles; emotional stability; temperamental tendency towards introversion; relative independence from teachers and a tacit acceptance of the of the curricular and work demands arising within the structure of tuition (Wankowski, 1991). Self- efficacy has been identified as a positive predictor of academic performance (Lee & Bobko, 1994).