Purpose: The study investigated principals' performance appraisal and its influence on teachers’ job satisfaction in public secondary schools in Kakamega County, Kenya. The paper objectives were: To determine the influence of principals’ promptness of feedback, to examine the influence of collaborative planning in principals’ implementation of teacher performance appraisal on teachers’ job satisfaction. The study was based on the Path Goal theory.

Materials and Methods: The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County. Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava of the 12 in Kakamega County. 64 schools selected using stratified sampling, purposive sampling for 64 principals and TSC officials while simple random sampling for 300 teachers of which a sample of 20% was used. Questionnaires and interview guides were used to collect data.

Findings. The findings show the null hypothesis which states that there is no significant relationship between principals promptness of feedback and teachers’ job satisfaction would be accepted if p< 0.01. The null hypothesis was therefore rejected and there is no significant relationship between Teachers class attendance and teachers’ job satisfaction would be accepted if p< 0.01. The null hypothesis was therefore rejected.

Conclusion: The Principals’ promptness to feedback has a positive effect to teachers’ job satisfaction, collaborative planning in principals implementation of teacher performance appraisal affects teachers’ job satisfaction positively.