The aim of the study was to assess the role of classroom management among selected secondary schools; a case study of Mwinilunga District. However the study was guided by three objectives; To establish how instructional supervision affects student’s academic performance, To determine the Influence of classroom instructional methodologies on student’s academic performance, and To find out the influence of classroom discipline management on student’s academic performance. This study used a qualitative descriptive research design to assess the role of classroom management in selected secondary schools in Mwinilunga District. The study targeted 80 respondents, including teachers, head teachers, parents, and pupils. Semi-structured interviews and focus group discussions were used. The study revealed that effective classroom management plays a significant role in fostering positive student behavior, which, in turn, contributes to overall school management. Engaging various stakeholders in school governance promotes democratic values and facilitates active participation. Despite challenges like top-down leadership, learner unrest, and teacher dissatisfaction, the implementation of democratic practices has yielded positive outcomes. School authorities have made noticeable efforts to ensure meaningful engagement among stakeholders, which has led to improvements in school environments. Statistical findings from the study showed that 78% of schools reported enhanced collaboration among stakeholders, and 65% indicated a reduction in student unrest. Furthermore, 72% of teachers felt more involved in decision making processes, indicating that democratic practices have started to show positive results. These figures highlight the significance of involving all stakeholders in school governance and fostering democratic leadership in achieving better classroom management and overall school success.