The study critically analyzed the effectiveness of performance appraisal policy in Kenyan secondary schools. The policy was analyzed in terms of teacher’s performance appraisal tool, teacher’s performance appraisal hierarchy, teacher’s recruitment policy and the localization aspects. Qualitative research methodology was used to interrogate the policy’s fairness, adequacy and effectiveness in teacher's evaluation. Appraisal theory of the motivational relevance and motivational congruence together with an objective oriented model that applied both interactive and non-interactive approaches was used. It was found that despite the critical role played by the appraisal reports
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