The study investigated Schools administrative obligational practices and teachers’ job effectiveness in public junior secondary schools in Rivers State. The study adopted correlational design to find out relationship existing between the variables and inferences was drawn on data collected. The population for the study consists of eight thousand, three hundred and sixty-seven (8,367) teachers in public junior secondary schools. Simple random sampling technique was used to select a sample of 1,255 teachers’ which represent 15% of the population. The instrument used was Administrative Obligational Practices and Teachers’ Job Effectiveness Questionnaire (AOPTJEQ). The instrument was a four (4) point Likert scale and consisted of thirty (30) items. The reliability coefficients were 0.73 using Pearson Product Moment Correlation, three research questions guided the study and three hypotheses were postulated and tested at 0.05 level of significance. Mean and standard deviation were used to answer research questions while regression analysis was used for data analysis. The findings revealed that there was a significant relationship between administrative obligational practices and teachers’ job effectiveness. The significant relationship was seen between influence regular monitoring/evaluation on teachers,’ influence of distributive leadership on teachers’ and influence of provision of teaching facilities on teachers’ job effectiveness. Premised on these findings recommendations that, monitoring and evaluation of school should be regularly carried out by Ministry of Education, school board, with the aim of improving teacher effectiveness. School administrators should adopt distributive leadership model to inculcate sense of responsibility among teachers’ and government should provide school facilities that will help to facilitate learners understanding.