Principal–Teacher Relationships and Their Effects on Job Performance in Public Secondary Schools in Abuja

The quality of secondary education is significantly influenced by the leadership provided by principals and the professional commitment of teachers. This study investigates the relationship between principal–teacher relationships and the job performance of both principals and teachers in public secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. A correlational research design was employed, involving a sample of 156 respondents, including 36 principals and 120 teachers, selected through purposive and simple random sampling techniques. Data were collected using a structured questionnaire titled “Principal–Teacher Relationship and Job Performance Questionnaire (PTRJPQ),” and analyzed using Pearson Product Moment Correlation (PPMC). Findings revealed a strong positive relationship between principal–teacher interactions and job performance for both groups. Principals reported that communication, trust, collaboration, and participatory decision-making significantly enhance their administrative effectiveness, while teachers highlighted that supportive leadership, recognition, open communication, and inclusive practices improve instructional delivery, classroom management, and overall motivation. The study concludes that positive interpersonal dynamics between school leadership and teaching staff are critical for enhancing school performance, staff commitment, and educational outcomes. Recommendations include promoting open communication, participatory leadership, professional support for both principals and teachers, recognition of teacher efforts, and the cultivation of a collaborative school culture to sustain high performance.