Influence of Teachers Professional Development Appraisal Practices on Pupils? Academic Performance in Public Primary Schools in Kenya

The purpose of this study was to investigate the influence of teachers’ professional development on pupils’ academic performance in public primary schools in TransNzoia County, Kenya. The study was anchored on management by objectives theory. The study adopted a descriptive survey research design with a target population of 3486 respondents, comprising of 314 Head teachers and 3162 teachers from public primary schools in TransNzoia County. The sample size was determined using Krejcie and Morgan table for determining sample sizes, where a sample 346 was achieved The study employed purposive and simple random sampling techniques to draw the respondents. The study used questionnaires and document analysis to collect data. The study established that there was a statistically significant relationship between pupils’ academic performance and some of the following variables that defined teachers’ professional development, namely: teachers termly appraisal and evaluation processes, teacher professional development activities, engaging in peer learning at zonal/cluster levels and interacting with educational specialist in public primary schools in TransNzoia County. The study is hoped to benefit the education stake holders, policy makers and community members in improving the pupils’ academic performance. The study recommends that a policy is needed to strengthen these variables in order to realize better academic performances from pupils in public primary schools.