This study examined the influence of headteachers' strategic management practices on teacher performance in selected primary schools in Kitagwenda District, Uganda. The purpose of the study was to establish the strategic management practices employed by headteachers, assess their effect on teacher performance, and identify the most effective practices for improving teaching outcomes. A descriptive cross-sectional survey design was adopted, employing a mixed-methods approach. The study targeted 05 headteachers and 150 teachers, from whom data were collected using questionnaires and semi-structured interview guides. A total of 113 respondents participated in the study, representing a response rate of 72.9%. Data were analyzed using descriptive statistics, factor analysis, and thematic analysis. The findings revealed that headteachers commonly applied strategic management practices such as setting clear school goals (Mean=3.74), conducting regular staff meetings (Mean=3.86), and providing curriculum guidance (Mean=3.73). However, teacher involvement in decision-making (Mean=3.04) and community stakeholder inclusion in strategic planning (Mean=2.85) were relatively limited. The study established a strong positive relationship between strategic management practices and teacher performance (r=0.682, p