This study aimed to investigate the relationship between autocratic management styles of school administrators and academic performance in secondary schools in Kabarole District, Uganda. A mixed methods approach was utilized involving surveys of 235 teachers, interviews with 30 teachers, 10 students and 5 education officials, as well as compilation of examination scores from 2012 to 2022. Regression and correlation analyses were conducted using SPSS to determine the strength and direction of relationships. The results revealed autocratic leadership practices accounted for approximately 71% of variation in exam performance, with every single unit increase in autocratic style associated with a 2.565 decrease in scores. A positive moderate correlation of 0.569 between the variables further reinforced this significant negative relationship. Qualitatively, participants highlighted diminished motivation, participation and innovation under rigid hierarchies. These findings provide compelling evidence that prevalent autocratic styles have substantially contributed to stagnating learning outcomes over a decade. It is strongly recommended that leadership development programs train administrators in more inclusive, transparent and consultative approaches. Distributing decision-making equitably, prioritizing staff inputs, and accountability mechanisms independent of intimidation could help empower educators and revitalize academic standards for the benefit of Kabarole district's development ambitions. Piloting collaborative models involving faculty and community members also warrants exploration.