This study investigated principle-centered leadership and effective teaching in public senior secondary schools in Rivers State. Two research questions were stated and two hypotheses were formulated to guide this study. Correlational research design was adopted. The study population was six thousand eight hundred and forty-two (6,893) teachers in the 286 Secondary Schools in the 23 Local Government Areas of Rivers State. Stratified and simple random sampling techniques were used to select four hundred and twenty (420) respondents for the study. A self-designed questionnaire titled Principle-centered Leadership and Effective Teaching in Public Senior Secondary Schools Questionnaire (PLETPSSQ) in two separate forms were used for data collection after it had been validated by the researcher’s supervisor and other test experts in measurement and evaluation department. The reliability coefficient of 0.86 was established through test-retest method. Mean and standard deviation statistics were used to answer the research questions while Pearson Product Moment Correlation Coefficient (r) analysis was used to test the hypotheses at 0.05 significant level. The study revealed among others, that principle-centered leadership on staff personnel management and consultative decision-making enhance effective teaching in public senior secondary schools. The test of hypotheses revealed that all the variables showed a significance relationship in this study. The conclusion of the study is that principle-centered leadership enhances effective teaching in public senior secondary schools by helping to address the issues surrounding workers for more gainful indulgence in teaching. The study therefore, among others recommended that principals of public secondary schools in Rivers State should adopt principle-centered leadership characteristics to promote effective teaching.