This study examined Relationship Between Universal Basic Education (Ube) Policy Implementation And Teachers’ Performance In Public Upper Basic Schools In South-South Goe Political Zone, Nigeria. The study focused on how Universal Basic Education (UBE) policy implementation and resource availability under the UBE policy relate to teachers' performance in Public Upper Basic Schools. Two research questions were raised and two null hypotheses were formulated and tested at 0.05 level of significance. The population of the study comprised 20,834 head teachers and teachers from 3,211 Public Upper Basic Schools across the six states of the South-South Geo-Political Zone: Akwa Ibom (3,804), Bayelsa (3,557), Cross River (3,267), Delta (3,147), Edo (3,477), and Rivers (3,582). The sample of the study comprised 2,083 respondents (321 head teachers and 1,762 teachers), representing 10% of the total population, selected using proportionate stratified random sampling technique. A total of 2,063 copies of the questionnaire (99.0%) were returned duly completed and found useful for analysis. A researcher-developed structured questionnaire titled RUBEITPPUBSQ was used for data collection. The instrument was validated by an expert in Educational Management and a Cronbach Alpha reliability coefficient of 0.87 was established. Mean and Standard Deviation were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was used to test the null hypotheses at 0.05 level of significance. Findings revealed significant positive relationships between UBE policy implementation (r = 0.57) and resource availability (r = 0.53) with teachers' performance in Public Upper Basic Schools in the South-South Geo-Political Zone. Both null hypotheses were rejected at 0.05 level of significance. It is recommended that UBEC and State Universal Basic Education Boards should strengthen UBE policy implementation guidelines and ensure adequate, timely distribution of resources to Public Upper Basic Schools across the zone.