The study examined the relationship between head teachers' leadership strategies and teachers' preparedness in selected public secondary schools in Kanungu District, Uganda. Effective leadership was recognized as a critical factor in enhancing teacher performance and institutional effectiveness. The study focused on three key leadership strategies: instructional leadership, transformational leadership, and participatory leadership, and their influence on teachers' lesson planning, classroom management, and professional development preparedness. The study employed a correlational research design with a quantitative approach. A sample of 156 teachers and 12 head teachers from 12 selected public secondary schools in Kanungu District participated in the study. Data were collected using structured questionnaires with closed-ended items measured on a 5-point Likert scale. The instruments achieved reliability coefficients of 0.87 for leadership strategies and 0.84 for teacher preparedness. Data were analyzed using Pearson's correlation coefficient and linear regression analysis at a 0.05 significance level. The findings revealed a strong positive correlation (r = 0.742, p < 0.01) between head teachers' leadership strategies and teachers' preparedness. Instructional leadership showed the strongest correlation (r = 0.781, p < 0.01), followed by transformational leadership (r = 0.698, p < 0.01) and participatory leadership (r = 0.653, p < 0.01). Regression analysis indicated that leadership strategies accounted for 55.1% of the variance in teacher preparedness. Teachers in schools with high instructional leadership scored significantly higher in lesson planning (M = 4.23, SD = 0.56) compared to those with low instructional leadership (M = 2.87, SD = 0.73). The study concluded that head teachers' leadership strategies significantly influenced teachers' preparedness in public secondary schools. Instructional leadership emerged as the most impactful strategy, demonstrating that head teachers who actively engaged in curriculum supervision, provided instructional support, and monitored teaching activities substantially enhanced teachers' readiness for classroom instruction. The study recommended that the Ministry of Education and Sports should develop comprehensive leadership training programs for head teachers focusing on instructional leadership competencies. District education officers should establish mentorship programs pairing experienced instructional leaders with newly appointed head teachers. Schools should institutionalize regular professional learning communities where head teachers and teachers collaboratively plan and review instructional practices. Additionally, performance appraisal systems should incorporate leadership effectiveness indicators to ensure accountability in school leadership.