This study assessed the nexus between school-management variables and teachers’ job performance in special education centres in Cross River State, specifically focusing on the relationship between school leadership, professional development, and teachers’ job performance. The study employed a correlational research design and involved a population of 192 teachers from 27 special education centres in the state, using a census method. A questionnaire, titled " School Management Variables and Teachers’ Job Performance Questionnaire (SMVTJPQ)," was used for data collection. The instrument comprised two sections: Section A gathered demographic data, while Section B assessed school management variables and teachers' job performance. The questionnaire was based on a four-point Likert scale, and its validity was confirmed by experts from the Department of Educational Management and Measurement and Evaluation at the University of Calabar. Reliability was established through a trial test on 30 educators outside the study area, yielding a high Cronbach Alpha coefficient ranging from 79 to 83. The findings revealed a significant positive relationship between school leadership, professional development and teachers’ job performance in special education centres. The study concludes that effective school leadership and continuous professional development are critical drivers of teachers’ performance. Strong and supportive leadership creates an enabling environment that motivates teachers, fosters accountability, and promotes professional growth. Likewise, participation in relevant and structured professional development programs enhances teachers' instructional competence, classroom management skills, and overall effectiveness. Based on these finding, it is recommended that the Ministry of Education should support school authorities to organize regular leadership training programs for administrators to equip them with effective administrative and interpersonal skills. This will foster a more supportive and productive working environment, which can significantly enhance teachers' motivation and job performance.