Teachers’ Training Levels and Students’ Achievement in Public Secondary Schools: Findings from Kasese District, Uganda

<ns3:p> Introduction This article examines the influence of teachers’ training levels on students’ academic performance. Globally, students’ academic outcomes remain a key concern across Europe, Asia, and Africa, attracting attention from all education stakeholders. Methodology The study employed a cross-sectional research design, utilizing a mixed-methods approach, and integrated quantitative and qualitative data to provide a comprehensive understanding of the research problem. The study targeted 1,162 respondents from eight public secondary schools in Kasese District, including Headteachers, teachers, senior four and five students. A sample of 289 respondents was determined using Cochran’s formula. Results Quantitative analysis indicated a very weak positive correlation between teachers’ training levels and students’ academic performance (R = 0.145), with training explaining only 2.1% of the variance (R <ns3:sup>2</ns3:sup> = 0.021; Adjusted R <ns3:sup>2</ns3:sup> = 0.004). The regression model was not statistically significant (F(1,58) = 1.246, p = 0.269), and the regression coefficient confirmed minimal predictive power (b = 0.182, t = 1.116, p = 0.269; β = 0.145). Conversely, qualitative findings highlighted that professional training meaningfully enhances instructional practices, student engagement, and learning outcomes. Headteachers and students reported that curriculum-aligned, targeted, and continuous professional development improves lesson delivery, classroom strategies, student motivation, and academic achievement. Conclusions The findings suggest that teacher training has a limited direct statistical impact on student performance but holds significant qualitative value in improving teaching effectiveness and long-term learning outcomes. Recommendations Teacher professional trainings should be sustained through context-specific, continuous, and practical programs aligned with curriculum needs, supported by adequate resources, mentorship, and follow-up, to effectively improve student learning outcomes in Kasese District and similar settings. </ns3:p>