The study examined head teachers’ leadership strategies and teachers’ performance in selected public secondary schools in Kanungu District, Uganda. Its objectives were to determine the relationship between head teachers’ leadership strategies and teachers’ preparedness, content mastery, content delivery, and assessment. A crosssectional research design was employed, and data were collected using interviews and questionnaires. Findingsrevealed that democratic, supportive, and transformational leadership strategies strongly influenced teachers’ preparedness, with supportive leadership being the most effective in creating a motivating work environment. Democratic and transformational strategies further enhanced collaboration, creativity, and adoption of innovative teaching practices. Regarding content mastery, supportive, democratic, visionary, and transformational strategies positively influenced teachers’ knowledge, with supportive leadership having the greatest impact through mentoring and promoting long-term professional growth. Visionary and democratic leadership enhanced professional development and collaborative curriculum practices, while transformational leadership encouraged innovative and research-based teaching approaches. In content delivery, supportive, democratic, and visionary strategies positively affected teaching effectiveness, with supportive leadership boosting mentorship, professional development, and teacher confidence. Democratic leadership promoted creativity and learner-centered teaching, while visionary leadership supported structured lesson delivery and strategic clarity. For teacher assessment, supportive, democratic, and visionary leadership improved practices, with supportive leadership providing tools, training, and encouragement, democratic leadership promoting inclusive and innovative methods, and visionary leadership encouraging strategic, valid, and learning-focused assessment. The study recommended that head teachers should adopt supportive leadership practices to create a positive and motivating work environment, enhance teachers’ readiness and commitment, and promote continuous professional growth and well-being among staff.