In Benin, the national educational system has made outstanding progress in terms of school attendance, but the primary school completion rate still needs to be improved. Furthermore, African educational systems are still facing with various difficulties that prevent them from achieving quality education. Among these difficulties are teachers-related factors. In order to better understand the phenomenon, this paper entitled Analysis of the pedagogical determinants of the academic success of primary school pupils in Sinende highlights the pedagogical characteristics that influence the academic performance of pupils. To this end, data were collected on the basis of a questionnaire and a literature review. In order to achieve the objectives, in addition to the documents reviewed, surveys were conducted among 96 teachers in public primary schools in the commune of Sinende. The results of the study showed that the frequency of evaluations, the academic degree, in-service training, and the category of teachers do not influence school results. On the other hand, the study found a positive relationship between seniority, learning time, professional degree, status and academic performance. The results of this research indicate that academic performance is the result of a number of pedagogical determinants. From the perspective of improving students' school performance, it is important to focus on pedagogical factors that are more relevant in the Beninese context.