The study determined the teachers’ perception of principals’ adversity quotient as correlate of their job performance. There are four research questions guided the study. A correlational survey research design is adopted for the study. The population of the study consisted 4,370 teachers in the public schools. A sample of 875 teachers is drawn using a multistage sampling procedure. Two sets of developed instrument titled Principals’ Adversity Quotient Scale (PAQS) and Teachers’ Job Performance Scale (TJPS) which are validated by three experts are used for data collection. The instruments are face validated by three experts and subjected to internal consistency test using Cronbach alpha method which yielded 0.85, 0.78, 0.75 and 0.74 for the four sections of PAQS with overall coefficient of 0.72 while 0.84 was obtained for the TJPQ. Pearson’ Product Moment Correlation was used to analyze data for the study. Findings of the study indicated that a substantial positive relationship exists between teachers’ perception of principals’ control over adversity, principals’ ownership of the outcome of adversity, principals’ endurance and their job performance. Based on the findings, it was recommended among others that secondary school principals in the state should constantly predict and take charge of difficult situations and foster adaptive preparedness in order to stimulate teachers’ sense of confidence which will stimulate their job performance. Principals should as much as possible try not to allow difficult situations in the school to extend or “reach into” and affect other areas of the school and beyond. They should learn to put difficult situations under control by keeping the reach at bay. This can be essential in inspiring teachers towards improved job performance.