Purpose: In the context of developing economies, with reference to Catholic secondary schools in Uganda, the study attempts to predict board role performance by integrating the role of collective action as a moderator in the link between institutional leadership (IL) and board role performance. Design/methodology/approach: A self-administered questionnaire from Catholic secondary schools in Uganda was used to collect quantitative data for the cross-sectional survey. Three tiers of Catholic secondary schools from the Kampala Ecclesiastical Province's Secretariat were used to determine the sample proportionately. Descriptive analysis was utilized in the study to explain the behaviour of sample characteristics. Hierarchical regression analysis with guidance of the Statistical Package for Social Scientists process macro was employed to establish the predictive potential for collective action and IL on board role performance while paying attention to the moderating role of collective action. Findings: IL and collective action are key predictors of board role performance in Catholic-founded secondary schools in Uganda. Leadership that upholds values and identity enhances decision-making and resource management, while collective action fosters cohesion, trust and shared responsibility, enabling boards to address challenges effectively. Practical implications: The findings underscore the need for IL committees to assess and promote effective board practices. Policymakers should prioritize appointing diverse and capable leaders to school boards to safeguard core values and improve resource management and strategic oversight. Originality/value: There is scanty empirical and theoretical evidence of studies that examine the moderating effect of collective action on IL and the board role performance of secondary schools in developing world contexts. In order to close the knowledge gap, the study integrated the role of collective action as a moderator on the link between IL and board role performance.