The Role of Government Policy Implementation in Strengthening the Relationship Between Strategic Planning Mechanisms and Academic Performance Outcomes in Public Secondary Schools in Mbale, Uganda

This study sought to investigate the role of government policy implementation in strengthening the relationship between strategic planning mechanisms and academic performance outcomes in Public Secondary schools in Mbale. To examine the role of government policy implementation in strengthening the relationship between strategic planning mechanisms and academic performance outcomes, the study employed a correlational study design and followed a quantitative research approach. Descriptive analysis was employed to analysis was employed to analyze the data. Data was collected by use of document analysis guidelines, interview schedule. Reliability was tested using the test-retest method with a two-week interval, involving a pilot group representing 10% of the study population. Pearson’s Product Moment Correlation Coefficient (R) was used to determine reliability, with Pearson correlation coefficients of 0.709 and 0.757 for the principal questionnaire, 0.803 for the BOG questionnaire, and 0.706 for the teacher questionnaire. Government policy implementation significantly strengthened academic performance outcomes, explaining a substantial proportion of variation in UCE results (R = .620, R² = .385, p < .001). The study findings may inform policymakers and education planners on the effectiveness of government policy implementation in reducing rural–urban performance disparities, thereby supporting equitable distribution of educational resources and improved UCE pass rates.