Objective: The aim of this article is to examine the extent to which the teacher's academic profile can help to improve the performances of students in the final year of literary classes in philosophy. Methodology: This article is part of the field of Education Sciences, specifically in Discipline Didactics. The study is of an experimental type, centred on the reality of the educational facts that surround the practice of teaching philosophy. With the help of measuring instruments such as the questionnaire, test papers and observation guide, this approach made it possible to understand the determinants of performances in philosophy mentioned above. Results: The academic profile of the teacher constitutes a fundamental characteristic in the teaching practice of a discipline. Thus, in organised and structured teaching systems, only those who have the aptitudes to teach can really be admitted to teaching. This presupposes initial training in the subject coupled with appropriate professional training. In this way, we can partly understand the public authorities' demand for a selection process to recruit and train philosophy teachers. Discussion: The teaching of philosophy is based on a requirement of qualification and academic profile for the teacher, although it is more often referred to as a matter of vocation. In any case, a teacher with a vocation, unless he or she is gifted, is first and foremost concerned with training, with a view to practicing the profession of his or her heart with passion. This training predisposes them not only to be masters of their subject, but also to be able to overcome the socio-professional hazards characteristic of the educational environment. Conclusion: Philosophy is the subject in which students in the final year of secondary school perform worst. Consequently, this subject is increasingly feared and considered by learners to be their ‘bête noire’. Consequently, students' performances in philosophy can be improved thanks to ........