This study examined the influence of working conditions on teachers’ job performance in public secondary schools in Bukombe District, Geita Region Tanzania. The objectives of the study were: to examine the extent to which remuneration contribute to teachers’ job performance in public secondary school in Bukombe District, to explore roles of school facilities in public secondary school in Bukombe District, to find out the effect of workload on teaches’ job performance in Bukombe District and to identify strategies to be undertaken to raise teachers’ job performance in public secondary schools in Bukombe District. Motivational/hygiene theory and Maslow hierarchy of needs theories were adopted in this study. The study employed mixed research approach based on convergent parallel research design. The researcher used simple random and purposive sampling techniques to select a sample of 88 respondents. The methods used to collect data were question and interview guide. The reliability of the instrument was computed through split half method while content validity and face validity were done by experts from Faculty of Education, supervisor. Trustworthiness of qualitative instruments was done through triangulation method. Descriptive statistics was used to analyse quantitative data this was done with aid of SPSS version 20. Qualitative analysis of data was done through thematic analysis. The study established that working conditions which includes remuneration, school physical facilities and workload has significant contribution to teachers’ job performance. The researcher recommended that the government should ensure that teachers working conditions are improved in return this will improve their morale. The study concluded that teachers should be empowered by improving their working conditions such as such as: remuneration, school facilities and workload reasonable.