This study examined the relationship between school leaders’ integrity and confidence and teacher productivity in public secondary schools in Southwest Nigeria.  A descriptive survey research design was employed, covering all public secondary school teachers across the six states of Southwest Nigeria. A multistage sampling technique yielded a sample of 1,500 teachers from 75 schools, along with one principal from each school to assess teacher productivity. Data were collected using two self-designed instruments: the Integrity and Confidence Questionnaire (ICQ) and the Teacher Productivity Questionnaire (TPQ), both of which were validated by experts and tested for reliability using the test–retest method, yielding coefficients of 0.83 and 0.79 respectively. Data analysis involved descriptive statistics for research questions and Pearson’s Product Moment Correlation to test hypotheses at the 0.05 significance level. The findings revealed a significant positive relationship between school leaders’ integrity and teacher productivity, indicating that ethical and principled leadership enhances teacher effectiveness and institutional performance. Conversely, no significant relationship was found between leaders’ confidence and teacher productivity, suggesting that confidence alone may not substantially influence teachers’ performance in this context. The study concludes that integrity is a critical determinant of teacher productivity in public secondary schools and recommends prioritizing ethical leadership through training, recruitment policies emphasizing integrity, accountability mechanisms, and professional development programs that foster a culture of respect and commitment to educational excellence.

Keywords: Teacher, Productivity, Integrity, Confidence, Secondary schools,

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