Despite Ethiopia's rapid economic growth and its attempts at different educational models, there is a significant problem with junior secondary school education and student academic performance. The purpose of this study was to explore teachers' perceptions of junior secondary school education in central Ethiopia and what innovative academic approaches are necessary to increase student academic performance. The study used self-determination theory as its foundation. The central research question was focused on junior secondary school education, current policies, and students' academic performance in central Ethiopia. A nonprobability purposive sampling method was used to select 10 teachers from two schools. The study used semi structured interview questions and observations for the data collection. The findings of a five-step thematic data analysis method revealed a gap in junior secondary education. The results indicated that the main factors in low student academic performance include weak educational policies, teachers' incompetence, lack of educational resources, students' low motivation, teachers' professional incompetence, unproductive school leadership, unhealthy relationships, inconducive school environment, and absence of school support. The study has implications for positive social change as the knowledge of an effective education system is helpful to policymakers due to its emphasis on students, teachers, parents, and school leaders. The findings may be used to develop new educational strategies to increase students' academic performance and support teachers and school leaders in central Ethiopia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]