This study investigated the relationship between principals' communication skills and teacher morale in private secondary schools in Delta State, Nigeria. The research employed a correlational design with a sample of 250 teachers selected from 25 private secondary schools using stratified random sampling. Data collection was facilitated through two standardized instruments: the Principals' Communication Skills Assessment Questionnaire (PCSAQ) and the Teacher Morale Inventory (TMI). The reliability coefficients of these instruments were established at 0.84 and 0.87 respectively. Data analysis employed descriptive statistics, Pearson correlation, and t-test. Findings revealed a significant positive relationship between principals communication skills and teacher morale (r = 0.76, p < 0.05). Additionally, significant differences were observed in teacher morale based on the quality of principals feedback mechanisms and transparency in communication. Results indicated that principals with strong interpersonal communication skills and effective feedback mechanisms fostered higher levels of teacher morale. Based on these findings, the study recommends that school administrators prioritize the development of communication skills among principals through specialized training programs and regular assessment of communication effectiveness within the school environment.