This study examined the Professional Development as correlate of Teachers’ job productivity in public senior secondary schools in Lagos State, Nigeria. The study adopted descriptive research design. The population of this study comprised of all the 8510 teachers, 652 Vice Principals and326 Principals in the Public Senior Secondary Schools within the six Educational Districts in Lagos State, Nigeria. A-15 items Professional Development Questionnaire (PDQ) and 20-items Teacher’s Job Productivity Questionnaire (TJPQ) was used to collect data for this research. Using split half method, Cronbach Alpha was used to measure the internal consistencyco-efficient of the Professional Development and Teachers Job Productivity questionnaires. The 15 items on Professional Development show 71.4% reliability and the 20 items on Teachers Job Productivity shows 72.2% reliability, which means that all the items on the research instruments are reliable. Research questions were analysed using mean and standard deviation while the stated hypotheses were tested using Pearson’s Product-Moment Correlation at 0.05 level ofsignificance. Finding of the study shows that there is low level awareness and operation of Professional Development and Job productivity among teachers in Lagos State senior secondary schools, Nigeria; there is significant relationship between Professional Development on Job productivity among teachers in Lagos state senior secondary school, Nigeria; Based on these findings, it was recommended that professional development be encouraged among Lagos statesecondary schools teachers to enhanced more teachers’ job productivity.