The study investigated the attitudes of teachers towards Performance Appraisal (PA) as a model of staff supervision and how these impact heavily on their motivation and performance through a questionnaire survey which consisted of precoded responses. The classical-traditional models which influenced and coexist with the PA were reviewed through the literature review. The empirical investigation revealed that the generality of teachers are motivated by staff supervision models which seek to develop their pedagogical skills which in turn would enhance their performance for the purpose of improving the educative process and attaining educational goals. Such a thrust needs to be collaborative, transparent, dialogical and accountable. Contrary to that, models which are judgemental in nature and those which advocate for the close and constant supervision seem to irk teachers. Overally, an eclectic approach to staff supervision has been prescribed and PA should be adopted with adaptation.