This qualitative study investigates how organizational structure and performance monitoring influence academic staff performance in selected private chartered universities in Western Uganda. Using a phenomenological design, the study explored the lived experiences and perceptions of 10 academic leaders, including deans and senior lecturers, across various faculties. Participants were purposively selected for their strategic roles in academic administration, with qualifications ranging from Master's degrees to PhDs in fields such as Education Management, Science Education, and Clinical Medicine. Data were collected through in-depth interviews and thematically analyzed. Findings revealed that highly centralized structures, lack of autonomy, and inconsistent monitoring mechanisms contribute to diminished staff morale and reduced teaching effectiveness. However, faculties led by deans with advanced academic qualifications and more inclusive leadership approaches demonstrated stronger performance cultures, improved staff engagement, and better alignment with institutional goals. The study highlights the critical role of academic leadership, structural clarity, and transparent performance monitoring in enhancing academic productivity. It recommends rethinking internal governance frameworks to foster participatory management and accountability within Uganda's private university sector.
Silaji et al. (Tue,) studied this question.