This study examined the relationship between School Board Management Committee (SBMC) practices and teachers' job satisfaction in tertiary institutions in the North Central geopolitical zone of Nigeria. Despite the establishment of SBMCs as governance mechanisms to enhance institutional effectiveness, empirical evidence regarding their impact on teacher welfare and satisfaction remains scant, particularly in Nigeria's higher education context. Adopting a correlational survey research design, the study sampled 387 academic staff from six tertiary institutions across the six states of the North Central zone using stratified random sampling. Data were collected through two validated instruments: the SBMC Practices Assessment Scale (r = 0.84) and the Teachers' Job Satisfaction Questionnaire (r = 0.89). Data analysis employed Pearson product-moment correlation, multiple regression, and independent t-test at 0.05 significance level. Findings revealed a significant positive relationship between SBMC practices and teachers' job satisfaction (r = 0.62, p < .01). Specifically, SBMC involvement in resource allocation (β = 0.38, p < .01), staff welfare administration (β = 0.31, p < .01), and policy formulation (β = 0.24, p < .05) significantly predicted teachers' job satisfaction. However, no significant difference was found in job satisfaction levels between teachers in federal and state institutions (t = 1.42, p > .05). The study concluded that effective SBMC practices are critical determinants of teachers' job satisfaction in tertiary institutions. It was recommended that SBMCs should adopt participatory governance models, prioritize teacher welfare in their agendas, and establish regular feedback mechanisms to enhance institutional climate and academic productivity.