The study investigated the relationship between head teachers’ leadership behaviour and
teachers’ job performance in public primary schools in Edo State, Nigeria. Seven research
questions were raised while five hypotheses were formulated and tested at 0.05 level of
significance. The correlational survey design was adopted for the study. One hundred and three (103) primary school heads were sampled from the target population through a stratified random sampling technique. 412 teachers were also selected purposively for the study. Two self-designed instruments; Head Teachers’ Leadership Behaviour Questionnaire (HTLBQ) and Teachers’ Job Performance Questionnaire (TJPQ) were used to collect data for the study. Before their administration, the instruments were
subjected to validity and reliability tests using Cronbach Alpha reliability statistics. The rvalue for HTLBQ was 0.76 while that of TJPQ was 0.81. Data collected were analysed using Mean, Standard Deviation, Pearson Product Moment Correlation statistics and Regression analysis. It was found that head teachers commonly use supportive
leadership behaviour; teachers’ job performance was found to be at a moderate level.
The results also revealed that there was a significant relationship between directive,
participative, supportive and achievement leadership behaviour and teachers’ job
performance. It was therefore recommended that head teachers should use eclectic
model of leadership behaviour in their school administration to promote teachers’ job
performance; head teachers should regularly be trained and retrained on school
leadership for maximum productivity and goal attainment

Keywords: Head teacher, Leadership Behaviour, Teachers’ Job Performance, Public
Primary Schools