The study establishes the relationship between performance management practices and teachers’ engagement in primary schools in Rukiga District, Uganda. The study used convergent parallel mixed methods, by merging quantitative and qualitative data thus making easy all-encompassing analysis of the research problem. The researcher used this design as ordinarily collect both forms of data at roughly the same time and then assimilates the relevant collected data in the interpretation of the overall results. A sample size of 288 respondents was considered for the study, 173 respondents participated, giving a response rate of 60%. The study established that performance planning significantly predicts teachers' performance. The regression coefficient B value for performance planning is 0.523, which means that for every 1 unit increase in performance planning, teachers' performance increases by 0.523 units on average, holding all other variables constant. The standardized coefficient beta value of 0.582 indicates the number of standard deviations teachers' performance will change per standard deviation increase in performance planning. Therefore, it was recommended that the school focuses on strengthening performance planning processes as it significantly impacts teachers' performance positively.