Performance appraisal forms an important practice in human resource management. In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal approach to evaluate teachers’ performance. However, the effectiveness of performance appraisal in enhancing teacher productivity as reflected in students; academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appraisal on teacher performance among public secondary schools in Migori County. Specific objectives were to determine the level of teachers’ performance after evaluation, and to establish how appraisal of professional development influence performance of teachers. Descriptive survey design on a target population of 276 principals and 2961 teachers was employed in the study. Krejcie and Morgan (1970) table was adopted to derive a sample size of 342 teachers and 57 principals stratified based on school category population. Questionnaire and interview guide were used to collect data from teachers and principals respectively. The study found that there was a significant difference in the mean of teacher’s performance after appraisal and the category of teachers’ schools. The study also found that 64.1% changes in teachers’ performance is attributed to professional development appraisal (R2 =0.641), and that professional development appraisal (β=0.803) is a significant predictor of teacher performance {F (1, 278) =493.200, P<0.05}. The study concludes that professional development appraisal significantly contributes to performance of teachers in secondary schools.

IntroductionTime management refers to all of the practices that individuals follow to make better use of their time (Allen, 2001). This concept narrowly refers to the principles and systems that individuals use to make conscious decisions about the activities that occupy their time (Sahito et al, 2016). According to Mgbere and Andrew (2019), time management for teachers is an indispensable element of school organization comprising the art of arranging, scheduling and budgeting ones time to achieve instructional or pedagogical objectives. For any school organization and, by far, education system, time is the most precious matter. Researchers (Aloo, Ajowi and Aloka, 2019;Sahito et al, 2016) explain that school learning and curriculum implementation are time bound hence time management is imperative for teachers and school as a whole. Better education achievement has been duly credited to time management by several researchers (Claessens and Eindhoven, 2019;Mgbere and Andrew, 2019;Sahito and Vaisanen, 2017). One of the variables with which time management is positively associated is regularity and punctuality (Sahito, Khawaja, Panhwar, Siddiqui & Saeed, 2016). On the other hand, Sahito and Vaisanen (2017) argue that Time management is an indispensable element of school organization, it is the art of arranging, and scheduling and budgeting ones time to achieve objectives. Etor and Anam (2019) argued that time management correlates positively and significantly with teachers' work performance. Studies relating time management and teacher performance have yielded mixed and conflicting outcomes. Mgbere and Andrew (2019) in Nigeria found that many teachers lack technicality in managing their time for effectiveness. They showed that time management contributes only 3.1% to female teacher job performance. In Holland, Claessens and Eindhoven (2019) found that time management behaviour relates positively with perceived control of time, job satisfaction and health, and