This study examined principals’ classroom visitations technique and teachers’ job performance in public upper basic education schools in Kano Metropolis, Nigeria. Two specific objectives with two corresponding research questions and a null hypothesis guided the study. Cross-sectional survey research design was adopted for the study. The population for the study comprised of 272 principals and 1,748 teachers in the 272 public upper basic education schools in eight LGAs in Kano Metropolis, Nigeria. The sample was made up of 175 teachers and 27 principals in 27 selected public upper basic schools in two LGAs. Two structured Instruments titled: Upper Basic Principals’ Supervisory Techniques Questionnaire (UBPSTQ) and Upper Basic Teachers’ Job Performance Rating Scale (UBTJPRS) were used for data collection. The instruments were validated by research experts. Reliability indexes of 0.88 for UBPSTQ and 0.82 for UBTJPRS were obtained using Cronbach Alpha technique respectively. The data collected were analysed using descriptive statistics of frequency count, percentage, mean to answer the research questions while Inferential statistics of t-test for independent samples was employed in testing the null hypothesis at 0.05 level of significance. The findings revealed that that there is a significant difference between job performance mean scores of teachers whose classes are visited to high extent and those whose classes visited to low extent. Similarly, teachers’ have significant higher level of job performance in public upper basic education schools in Kano Metropolis, Nigeria. Based on the findings, the study recommended that public upper basic education school principals should prioritize classroom visitations to encourage and assist teachers in adopting best teaching practices, thereby enhancing teachers' job performance and effective instructional delivery.