 Corresponding author: Asiimwe Specioza Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0. Community involvement and performance of secondary schools in Kassanda Town Council, Kassanda District Kalonde Gonzaga 1 , Asiimwe Specioza 1, * and Asiimwe Tina 2 1 School of Graduate, Department of Educations, Kampala University, Kampala Uganda. 2 Department of Education, Nkumba University, Kampala, Uganda. World Journal of Advanced Research and Reviews, 2024, 22(02), 076–082 Publication history: Received on 20 March 2024; revised on 28 April 2024; accepted on 30 April 2024 Article DOI: https://doi.org/10.30574/wjarr.2024.22.2.1306 Abstract The purpose of study is to establish the ways of community involvement in management of secondary schools in Kassanda district. The study was conducted in Kassanda Town Council, Kassanda district, the study adopted a descriptive survey research designs based on both qualitative and quantitative research design. The data was collected from 50 respondents who were the parents and local leaders of Kassanda Town Council. The study findings reveal that whereas the community provides involvement in schools, the ways of participation are quite limited. The community makes some few contributions to the performance of the secondary schools and is limited by poverty of the communities and lack of policy for involving community in participating in schools. The study recommends that there is a need to orient and educate or the stakeholders on their responsibility of participating in decision making process in schools as well as ensure transparency and accountability of the funds they help to raise and that deliberate involvement of the community in affairs of the school. The study also recommends that policy formulation on matters on management of secondary schools should be all inclusive so that it can address the societal needs. Keywords: Community; Involvement; Performance; Management Secondary; Schools 1. Introduction Community’ involvement can be defined as all activities done by parents that are intentionally associated with learning (Asiimwe & Nabitake, 2023; Asiimwe & Magunda, 2017). According to Alfred & Edward, (2020); Cohen, (2020); Karen and Warren (2022), conventional definitions are restricted to school related activities, unlike sociologists who draw a distinction between the home-based activities like helping children do homework, discussing their experiences at school, and the school-based activities like communication with the school and participating in school-based activities. In this study, community’ involvement was conceived as an independent variable perceived as the roles, responsibilities, and activities played by parents both at home and school in supporting education of their students, for example, provision of school requirements; school uniform, books, pens, feeding; supporting school management by participating in planning and decision making at school, involvement in school management through planning, decision making and participating in leadership. Supporting the child’s learning giving students’ encouragement, expectations and ensuring students’ attendance to school to avoid absenteeism. Academic performance is defined as the outcome of education, the extent to which a pupil or teacher or institution has achieved their education goals (Ferguson, 2020; Asiimwe & Nabitake, 2023). In this study, academic performance was assessed through the pupil’s daily class scores and end of term exam scores which contributes to performance in the Uganda Certification Education (UCE) pass grades of Uganda National