This study examines the Influence of Training Programmes on the Job Performance of Senior Secondary School Teacher in Niger State, Nigeria. To guide the study, five (5) objectives were formulated which includes; assess the influence of workshop programmeson teachers job performance in Niger state, and determine the influence of seminar programmes on teachers job performance. In line with the stated objectives, five (5) research questions, five (5) null hypotheses and five (5) basic assumptions were raised for the study. Relevant and related literatures were reviewed. Descriptive research design was used for the study on the total population of9222 made up of 387 principal, 8613 teachers and 222 supervisors. The Research Advisors (2006) and multi-stage sampling technique was adopted to achieve the sample size for the study with the total number of 363 made up of 45 principal, 293 teachers and 25 supervisors. A self-developed questionnaire which comprised of fifty six (50) structured item statements were modified on a five (5) point Likert scale which was used to collect data from the respondents, the instrument was validated by the researcher‟s supervisors. Pilot study was conducted in schools to ascertain the reliability and a reliability coefficient of 0.82 was obtained. Bio-data collected for the study were analyzed through the use of inferential statistics of frequency and sample percentage, weighted mean otherwise known as decision mean was used to answer the five (5) research questions while descriptive statistics of one way Analysis of Variance (ANOVA) statistical tool was used to test the five (5) hypotheses postulated for this study at0.5 level of significance. The finding of the study revealed that training programmes play vital roles in enhancing the performance of teachers in Niger state secondary schools. It was concluded therefore that, teachers who participated in various medium of training on the job tend to be more abreast with current and innovative skills in teaching. Hence the study recommended that, as much as possible, teachers should be availed the opportunity to attend at least a training programme on different areas of teachers performance indices such as; training in classroom management, record keeping, content knowledge, methodology of teaching etc. annually. This will help keep them abreast of current techniques and innovations in teaching.