Asian Journal of Sociological Research

The study investigated the relationship between reward and the implementation of Teacher Performance appraisal and development policy in public secondary schools in Kenya. The study employed the use of Convergent parallel research design. A sample size of 43 Principals, 43 Deputy-Principals, 218 teachers, 1 Directorate of Quality Assurance and Standards (DQASO) and 1 TSC Sub-County Director were selected. The method of sample selection was through simple random sampling, stratified and purposive sampling. Questionnaires and Interview schedule were used as tools for data collection. Bartlett’s test for Sphericity are significant (p<0.001, p=0.000) and Kaiser-Meyer-hold Olkin indexes are all > .6 for all the subscales of the questionnaire.  Reliability was tested through Cronbach’s alpha and an alpha value of 0.728 was reported. The quantitative collected data was analyzed using descriptive statistics and inferential statistics such as Pearson product moment correlation while qualitative data was analyzed thematically. The findings indicated that teacher reward accounted for 9.4%, as signified by Adjusted R²=.094, of the variation of implementation of teacher performance appraisal and development policy among the                        secondary schools. it’s recommended that Teachers service Commission should develop a more consultative approach in the development of performance appraisal system for the teachers in Kenya.