This quantitative study investigates the relationship between secondary English teachers' ICT competency and students' academic performance through the effective utilization of ICT-based instructional materials. Surveys and competency assessments were conducted with 75 teachers across 15 secondary schools to gauge their ICT knowledge, skills, and integration. Students' test scores in English served as a measure of academic performance. Results from a comparative analysis reveal that students of teachers with higher ICT competency levels and more frequent integration of ICT-based instructional materials achieved significantly higher academic performance. The findings highlight the critical role of teacher competency in leveraging technology to enhance student learning outcomes in secondary English education