Onen, Charles2026-11-092026-11-092026http://hdl.handle.net/20.500.14270/1168This study investigated the relationship between school management committee participation in school management in school and teachers’ performance in public primary schools in Laroo-Pece Division, Gulu City. The objectives of the study were; to determine the level of SMCs participation in school management in primary schools, to assess the level of teacher’s performance in public primary schools and to establish the relationship between SMCs participation in school management and teachers’ performance in public primary schools in Laroo-Pece Division in Gulu City. Correlation section design was used; data were collected using questionnaire survey and interview guide 243 respondents. Quantitative data were analysed using descriptive statistics. Interview data were anlaysed using descriptive and inferential statistics to all to determine the level of SMCs participation in school management in primary schools and to assess the level of teacher’s performance in public primary schools addressing objectives one and two. Objective three was analyzed using Pearson correlation using the data from objective one and two. The findings were presented in the form's tables and narratives from interview. The findings revealed that more than half of respondents affirm positive management attitudes aligned with Section 57(1)(d) of the Act, supported by majority of respondents’ agreement on practices like teamwork events and motivational talks that foster teacher welfare and morale. The findings indicated strong compliance with the Teachers’ Code of conduct supported by most teachers in preparing and following schemes and lesson plans, though a notable minority violates Section 3.4 by teaching without proper instructional preparation. The statistical results showed a significant positive correlation between the level of SMC participation and the level of teachers’ performance in public primary schools in Laroo-Pece Division. Active involvement of SMCs is associated with improved teacher planning, delivery and commitment. The study concluded that SMCs in Laroo-Pece Division are generally active and aligned with the administrative and supervisory roles outlined in Uganda’s Education Act (2008). The study concluded that teachers in Laroo Pece Division are highly committed and largely comply with Uganda’s Teachers’ Code of Conduct, particularly in planning, syllabus coverage, learner assessment and professional ethics. The study concluded that involvement of SMCs in administrative, supervisory and accountability roles positively contribute to improved teacher effectiveness. The recommended that the Ministry of Education and Sports (MoES) and local government authorities should build the capacity of SMC members through regular training and clear policy guidelines especially in financial management and teacher incentive structures to enhance transparency, accountability, and performance-based motivation in UPE schools. The Gulu City Education Department and school leadership should strengthen internal inspection mechanisms particularly by empowering Directors of Studies to regularly review teaching records, lesson plans and assessment tools while ensuring equitable provision of instructional and assessment materials across all public primary schools. The Ministry of Education and Sports (MoES), in collaboration with local governments and development partners, should implement continuous capacity-building programs for SMC members particularly in instructional oversight, teacher motivation strategies and accountability frameworks to ensure their participation yields measurable improvements in teacher performance and learner outcomes.enThesis