Nyongesa, Rose NekesaMuchanje, Peter N.2023-09-072023-09-072023NYONGESA, R. N., & MUCHANJE, P. N. (2023). Principal’s induced professional development and motivation schemes as catalysts for improved teacher performance. Reviewed Journal International of Education Practice, 4(1), 131-144.https://mail.reviewedjournals.com/index.php/Education/article/view/112/97http://ir-library.ku.ac.ke/handle/123456789/26916ArticleThe school principal is crucial in facilitating the school's development and management effectiveness, so it is important to ensure that the principals have the management skills necessary to enable them carry out their management tasks efficiently. Thus, the goal of this study was to ascertain how the management practices used by secondary school principals, in particular, teacher professional development and motivation schemes, affected the performance of teachers in the Bungoma North sub-county. The objective of the study was to ascertain how the principal’s influence on professional development and motivation schemes affects teachers' performance. Data was collected and analyzed using a descriptive survey approach, and the study's target population included 737 teachers and 27 principals of public secondary schools in the Bungoma North subcounty. The study included a full census of all the principals in the 27 secondary schools and sampled 69 teachers using both the purposive and simple random sampling techniques. The analysis showed that the two principal’s management practices (Professional development and Motivation schemes) account for 41.6 % of teachers’ performance (R²= 0.416) and an increase in the two principal management practices by a single unit will result in an increase in teacher performance by 0.424 units. The study thus concluded that the two principal’s management practices significantly influenced the performance of the teachers.enManagement PracticesTeacher Professional DevelopmentMotivation SchemesTeacher PerformanceArticle