This study aims to examine the relationship of teacher self concept to teacherrnbehaviors and students educational outcomes at first cycle primary schools ofrnFogera and Libokemkem woredas. To do this, 460-4th grade students (230-girlsrnand 230-boys) were selected by using systematic random sampling techniques.rnBesides, 46-teachers (21-females and 25-males) were purposely selected. Thernsample consisted of an intact I-teacher and IO-students per class. Thesernparticipants were measured using different questionnaires which focused onrndimensions of teacher self concept, teacher behaviors and student educationalrnoutcomes. The data collected through these instruments were analyzed usingrnPearson product moment correlation coefficients.rnThe results revealed that there was no significant relationship between teacherrnself concept to teacher leadership style dimensions. Likewise, significantrnassociation was not observed between teacher self concept and teacher use ofrnpower dimensions (except the relationship between teacher social self conceptrnto teacher use of reward power). Significant correlation was obtained betweenrnteacher pedagogical self concept with all of the students educational outcomesrn(except students attitude toward peers). Similarly, significant relationship wasrnobtained between teacher social self-concept with students motivation to learnrnand attitude toward teachers. Significant association was also observedrnbetween teacher administrative self-concept with students motivation to learn.rnOther significant correlation was obtained between teachers leadership stylesrnlike initiating structure and consideration with student self concept. On therncontrary, there was no significant association between teachers use of powerrnand students educational outcome dimensions. Thus, concerned bodies need torngive due attention on the variables under studied to enhance studentsrneducational outcomes