In this non-experimental study, the self-concept of two categories of teachers, some from Recognized Basic Schools and others from Unrecognized Schools, was measured and compared to their respective teaching performance in the schools. A high correlation was found to exist between positive self-concept and a high level of teacher performance. Recommendations based on the findings were that Training Resource Centres should ascertain each teacher's level of self-concept and develop a training manual to build positive self-concept as a complement to “instructive supervision” in the field; and that equal educational opportunities and support be given to Recognized as well as Unrecognized Basic Schools.