ABSTRACT
Leading teacher appraisal and professional development concurrently with managing teacher performativity could be a daunting task for school leaders. This chapter provides a conceptual framework for the concepts of teacher appraisal, performance, and professional development. A historical overview of literature is presented to show how the three processes have transformed since the dawn of the new education dispensation. An analytic discussion on leadership challenges and experiences of these processes are highlighted. The chapter concluded by making recommendations toward effective teacher appraisal, professional development, and the management of teacher performativity.
