Academic accomplishment measures how well a student accomplished their learning objectives, whereas self-concept also known as one’s own self is primarily connected to a visualizing of their skills, qualities, and worth. Both serve as essential measures of progress for pupils and overall achievement within the educational environment. The current research investigation discusses the association of self-concept, and educational performances of senior secondary school learners, taking into account gender and school type such as influencing factors. An aggregate of 388 participants from various government and private school students were assessed through an identical self-concept questionnaire devised by Raj Kumar Saraswat alongside their school performance records. The study explored six dimensions of self-concept as physical self-concept, social self-concept, temperamental self-concept, educational self-concept, moral self-concept, and intellectual self-concept, and their difference and relationship with academic performance. The results denoted major differences in their academic outcomes, and self-concept on the gender and school management. Female pupils exhibited superior academic results, and a robust self-concept than their male peers. Students from private schools demonstrated higher academic performance diverged to their corresponding students in government schools across both areas. The overall total, gender and type of school basis, self-concept showed insignificant relationship of academic outcomes. The findings underscore a need for focused strategies aimed at improving their overall self-concept and even academic outcomes, especially aimed at male students and those attending government schools. The findings designate that strengthening of self-concept could be realized with the aid of educational institutions. And psychological measures can positively impact the performance of students.