Abstract
TPAD (Teacher Performance Appraisal and Development) is an essential instrument in guiding school and classroom management practices for quality and relevant education for all. It also enables teachers to respond to global shifts professionally and to diverse learners’ needs through structured evaluation. However, teachers’ know-how, accountability, and job experience hinder an effective appraisal process. Thus, aggravates the gap between policy expectations and teachers’ intentions in the implementation of this policy framework in traditional educational environments. This also adds to inefficiencies of the appraisal process for teachers. Against this background, the study determined the level of influence of professional practice on teacher quality in public secondary schools in Nairobi County, Kenya, and identified innovative ways that may enhance its use in education. The study was guided by the following objective: to determine the extent to which professional practice influences teacher quality in public secondary schools in Nairobi County, Kenya. The theory of professional capital guided the study. An embedded design was used for the study. The study’s target population was 115 principals, 3146 teachers and 11 Teachers Service Commission (TSC) Sub-County Directors. A stratified random sampling method was used to sample 92 principals from different categories of schools, 346 teachers and 11 TSC Sub-County Directors. The findings showed that teacher quality was determined by professional practice. Internet access, workload and seeing the TPAD tool as a mere compliance exercise and not a growth tool were among the issues reported. The study recommended that specific measures ought to be enacted, such as provision of allowances for teachers and time to be able to attend professional development workshops. Also, increase training, sensitisation, mentorship and follow-ups through bodies like the Teachers Service Commission (TSC) to improve the way teachers engage and use appraisal tools.