ATO, ROBERT OWINY2026-10-302026-10-302026-10-15http://hdl.handle.net/20.500.14270/1082ThesisThis study examined the relationship between Continuous Professional Development (CPD) and teachers’ performance in government secondary schools in Oyam District, Uganda. Specifically, the study examined the state of CPD, assessed the level of teachers’ performance, and determined the relationship between CPD and teachers’ performance in government secondary schools in Oyam District. A mixed-methods approach was employed using a case study research design. Data were collected from 217 participants using questionnaires and semi-structured interviews. The findings revealed a statistically significant, moderate positive relationship between the state of CPD and teachers’ performance (r = .326, p < .001). The study also found a statistically significant, strong positive relationship between perceived teachers’ performance and actual teachers’ performance (r = .562, p < .001). Furthermore, a statistically significant, strong positive relationship was found between CPD and teachers’ performance (r = .604, p < .001). Based on these findings, the study recommends that policymakers and education authorities in Oyam District strengthen the design, delivery and monitoring of CPD programmes to enhance their contribution to teachers’ performance. Government secondary schools should also strengthen teachers’ self-assessment practices through supportive supervision, feedback and reflective professional learning. In addition, schools should prioritise high-quality, sustained and contextually relevant CPD programmes that are closely aligned with classroom practice.enContinuous Professional DevelopmentTeachers' performanceGovernment SchoolsOyam DistrictThesis