 Corresponding author: Specioza Asiimwe Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0. An assessment of the relationship between headmasters’ leadership and teachers’ performance in Makindye division, Kampala district, Uganda Specioza Asiimwe 1, * , Edison Mugyenyi 1 , Charles Apiku 2 and Tina Asiimwe 2 1 Department of Foundations, College of Education, Open and Distance learning, Kampala International University, Uganda. 2 Department of Education, Faculty of Education, Bugema University, Uganda. World Journal of Advanced Research and Reviews, 2023, 18(02), 592–600 Publication history: Received on 28 March 2023; revised on 07 May 2023; accepted on 09 May 2023 Article DOI: https://doi.org/10.30574/wjarr.2023.18.2.0827 Abstract Leadership style practiced by the school headmasters is a key issue in managing performance in schools. This study was to establish the assessment of the relationship between the headmasters’ leadership styles and the secondary teachers’ performance in secondary schools in Makindye division. The hypothesis of the study was tested, that; there is no significant relationship between the headmasters’ leadership style and the teachers’ performance in Makindye division secondary schools. The study used both qualitative and quantitative approaches with descriptive and correlation research designs. The study found that, the nature of secondary headmasters’ leadership style used in Makindye division is highly democratic with (average mean=3.149, SD=0.849) and autocratic with (average mean=2.446, SD=1.108). The study results indicated that there is a strong positive relationship between the headmasters’ leadership styles and teachers’ performance in Makindye division with (r= -.352**, p=0.000 less than 0.05 level of significance). The study hypothesis was rejected and hence accepted the alternative hypothesis which stated that there is a significant relationship between headmasters’ leadership styles and teachers’ performance in Makindye division secondary schools, since the P-Value was 0.000 less than 0.05 level of significance. Keywords: Assessment; Relationship; Leadership; Styles; Teachers; Performance 1. Introduction Teachers’ performance is very important in the effectiveness of the school management in order to achieve the set goals and objectives, the teachers should be able to perform their responsibility in order to help the schools achieve the goals and objectives (Goddy, 2017; Ali, 2018; Halai, 2018; Demirauglu, 2018; Hague &Yamooah 2021). Atasoy (2020); Sahim and Ozgenel (2020), explain teachers’ performance as the overall expected value from teachers’ behaviour carried out for a period of time. The role of the headmasters and their teachers is very important in this regard in regarding performance of the school. (Abbas, Saud, Ekousti, 2020); Atasoy, 2020; Abbas, Saud, Ekousti, 2020; Atasoy, 2020). However rapid changes in the environment and organizations over the past years have resulted into new type of leadership that calls for less and more democracy, needed to ensure survival of organization as supported by (Hague &Yamooah 2021: Asiimwe & Niyikiza, 2023). According to Abbas, Saud, Ekousti (2020); Atasoy (2020); Sahim and Ozgenel (2020), a good and responsible leader attempts to change the attitudes and actions of people that are related to specific goals and not attitudes or actions that are not related to goal (Asiimwe & Zuena, 2023; Apiku & Asiimwe, 2023; Mugyenyi, Asiimwe & Apiku, 2023). To achieve set goals, the head teachers should conclude that teachers say their thoughts and should be treated fairly in their working environment (Asiimwe & Zuena, 2023; Apiku & Asiimwe, 2023; Mugyenyi, Asiimwe & Apiku, 2023). Besides this, they are able to make claims (Demirauglu, 2018; Hague &Yamooah, 2021). Participation in school