This research was conducted in order to examine the teacher’s perception of transformational strategies and their corresponding impact on teaching approaches in secondary schools. In order to carry out this study, a specific research objective was drawn, from which a null hypothesis was formulated and used for the study. The study adopted a survey design. A sample of 384 secondary school teachers was drawn using proportional sampling techniques. The study concluded that there is a significant influence of teacher perception on transformational strategies and their corresponding impact on student performance in Uyo Local Government Area of Akwa Ibom State. Based on the findings of the study, the researchers recommended that the teacher adopt better teaching strategies during the teaching-learning process. Since teacher quality is significantly related to students’ achievement, teachers should possess the requisite qualifications before being recruited to teach. That the search for blame for poor performance should be refocused on areas such as poor language laboratory classes, home-tasks given, and preparation and utility teaching aids.