This research paper delves into the influence of teacher ambiguity on the academic achievement of secondary school students. Teacher ambiguity, characterized by unclear instructions, expectations, and feedback, can significantly affect students' learning experiences and outcomes. Through a mixed-methods approach incorporating quantitative surveys and qualitative interviews, this study aims to elucidate the relationship between teacher ambiguity and student academic performance. The findings will provide valuable insights for educators, administrators, and policymakers seeking to optimize teaching practices and enhance student learning in secondary education settings.