This study explored the effects of the Teacher Performance Appraisal and Development (TPAD) framework on the self-efficacy of teachers in public secondary schools located in Masinga Sub-County, Kenya. Utilizing Bandura's social cognitive theory, the study explored the connection among three essential components of TPAD - professional development, professional knowledge and practice, and participation in professional learning communities (PLCs) - and the sense of self-efficacy among teachers. A total of 256 educators participated in a survey, which included principals, deputy principals, and heads of departments, utilizing a semi-structured questionnaire for data collection. The results indicated that educators' engagement in professional development initiatives, attainment of professional knowledge and skills, and participation in professional learning communities were all positively linked to increased levels of self-efficacy. The regression analysis revealed that these TPAD components accounted for a notable portion of the variance in teacher self-efficacy. The findings indicate that successfully applying the TPAD framework, emphasizing tailored professional development and promoting collaborative learning settings, can boost teachers' confidence in their capacity to positively influence student learning. Nonetheless, the study also pointed out the shortcomings of the existing TPAD system, including the absence of personalized feedback, which could impede its ability to foster lasting enhancements in teacher self-efficacy. The findings provide important insights for those in positions of authority within educational institutions who aim to enhance teacher evaluation and professional development programs to ultimately boost educational outcomes.