Performance appraisal is one of the most effective ways of ensuring high standards of service delivery in learning institutions or business organization, but since its introduction, academic progress of learners’ is still below the expectations of the key stakeholders in the Luanda Sub County. The objective of the study was to assess the influence of teachers’ lesson attendance and the pupil’s academic progress, in public primary schools in Luanda Sub-County, Kenya. The study adopted mixed method approach by using the descriptive survey research design. This survey was anchored on the Professional Support Personnel model (PSP). The target population was 588 teachers in public primary schools in Luanda subcounty. The sample comprised of 233 teachers selected by cluster and simple random sampling techniques. Data was collected using document analysis guides and observation checklists. A pilot study was carried out two weeks to the actual survey in two schools which were not included in survey, but they were within the research area. This was done to assess the suitability of the research instruments for collecting the required data. The instruments’ validity was determined by using Rasch model, while their reliability was determined by the use of test re-test method. The collected data was analyzed both descriptively using frequencies and percentages while the hypotheses were tested inferentially at 0.05 alpha level, using Pearson’s Product Moment Correlation Coefficient. Results indicated a significant positive correlation between lesson attendance and pupils’ academic progress. Findings from this study was meant to help primary school administrators, teachers, CSOs, and MOE to improve on the appraisal procedures in schools for purposes of ameliorating the current dismal performance in national examinations.