This paper investigated organizational culture as a determinant of teachers’ job performance in public secondary schools in Benue State, Nigeria. Two research questions guided the study, while two hypotheses were formulated and tested. The study adopted Edgar Schein’s organizational culture model (1971) and Victor Vroom’s expectancy theory (1964). The study adopted Correlational research design. The population comprised 2,472 teachers in 319 public secondary schools with a sample size 247 teachers. The sample was selected using multistage sampling procedure. Organizational Culture Questionnaire (OCQ) and Teachers’ Job Performance Questionnaire (TJPQ) were used for data collection. The questionnaires were structured on 4-point rating of Strongly Agree (SA)=4, Agree (A)=3, Disagree (D)=2 and Strongly Disagree (SD)=1. It was validated by three experts in Faculty of Education, Benue State University, Makurdi. Cronbach Alpha statistic was used to determine the reliability of the instrument using 40 teachers. The result yielded co-efficient value of 0.84. Pearson’s Product Moment Correlation Coefficient was used to answer the research questions and test the hypotheses at 0.05 level of significance. The findings of the study showed that there was a strong significant positive correlation of teamwork and equitable reward system with teachers’ job performance in public secondary schools. The study concluded that there was a strong positive significant correlation of organizational culture with teachers’ job performance in public secondary schools in Benue State, Nigeria. It was recommended that principals should ensure that there is improved teamwork among teachers and they should also ensure equitable reward system is maintained in public secondary schools. This could help in improving teachers’ job performance in public secondary schools.