Amid concerns over declining teaching quality in Ugandan public universities, this study examined how instructional leadership influences teaching quality within public universities in Uganda. The study examined how instructional supervision, curriculum implementation, professional development, and monitoring student progress affected teaching quality in Uganda. Based on the positivist research philosophy, the study employed a quantitative, correlational research design. Questionnaire data was obtained from a sample of 253 academic staff of public universities using simple random sampling. The partial least squares structural equation modelling (PLS-SEM) results revealed that professional development has a positive and significant influence on teaching quality. However, monitoring student progress had a positive, but insignificant, influence on teaching quality, while instructional supervision and curriculum implementation had a negative, but insignificant, influence on teaching quality. The study concluded that professional development was the most probable strategy for enhancing teaching quality in public universities. The study recommended that university leaders should prioritise the professional development of academic staff.