The study investigated principals’ critical thinking skills as a strategic management correlate of teachers’ job performance in Post-Basic Schools in North-East, Nigeria. The purpose of the study was to determine the extent of principals’ critical thinking skills in post basic schools in North East Nigeria, to also examine the relationship between principals’ critical-thinking skills and [teachers’ job performance] and to assess whether teachers’ job performance differs significantly across principals’ critical thinking skill level. Three research questions were answered and three hypotheses were tested at 0.05 level of significance. The study adopted the correlation survey research design. Stratified and random sampling techniques were used to selecting the sample of the study. The population was 19,797 respondents in Post-Basic Schools from four states (Adamawa, Bauchi, Gombe, and Taraba) drawn from North-East zone, Nigeria. The sample for the study was 592 determined using Taro Yamane formula and comprised of 76 principals and 516 teachers. The instruments for data collection were two, a structured questionnaire tagged “Principals’ Critical Thinking Skills Questionnaire (PCTSQ) which was responded by teachers, and structured questionnaire tagged “Teachers’ Job Performance Questionnaire (TJPQ) was administered and responded to by principals to measure teachers’ performance. The instruments were face validated and the internal consistency for the instruments was determined using Cronbach Alpha method. Reliability yielded 0.71 for Principal Motivation Skills Questionnaire, 0.67 for Teachers’ Job Performance Questionnaire. The findings of the study revealed Principals’ showed high critical-thinking competence (M = 3.51, SD = 0.61). Regression analysis showed that critical-thinking skills significantly predicted teachers’ job performance (β = 0.73, p < 0.001; R² = 0.53). ANOVA confirmed the model’s significance (F (1, 590) = 84.7, p < 0.001) with a large effect size (ω² ≈ 0.53). Recommendations made based on the findings include among others that; teachers’ should be assigned subjects or courses to teach based on their area of specialization, teachers’ should be praised at all times and workload be reduced, teachers’ welfare, promotion payment of salaries and allowances should be regular and consistent.