Job performance of teachers especially at the secondary school level is not only a pointer to school effectiveness but a major determinant of achieving the national educational goals in Nigeria. The teachers can only achieve the school and national educational goals by discharging their job performance in general. Teachers’ accomplishing their job performance have become a phenomenon of interest to all and this account for the reason why scholars have been working hard to unravel factors that militate against good job performance. The purpose of this study was to investigate the organizational silence and school climate as correlates of secondary school teachers’ job performance in Anambra State, Nigeria. The study adopted descriptive research design. Statistical population includes all the 6,400 teachers who are teaching in the 259 public secondary schools in the state. The sample size of 550 subjects was determined using proportionate stratified random sampling technique. Data were collected using three adopted questionnaires titled: Organizational Silence Questionnaire, Organizational Climate Index, and Teachers Job Performance Questionnaire. The questionnaires were validated by three experts; two in educational management and policy and one in measurement and evaluation. The reliability of the instruments was determined using Cronbach alpha coefficient. It yielded coefficient alpha of 0.91, 0.81, and 0.66 respectively. The data obtained was analyzed using multiple regression analysis. One research question and one hypothesis were raised and answered in the study. The result showed that organizational silence makes the highest contribution in predicting job performance of secondary teachers.