This study investigated the implications of History and Government teachers' demographics on the implementation of the Teacher Performance Appraisal and Development (TPAD) tool and its impact on learning outcomes in Kwale County, Kenya. Teachers’ demographics, including age, gender, academic qualifications, teaching experience, and workload, these variables play a crucial role in shaping teachers attitudes and effectiveness in implementing the TPAD tool. This study explored how these demographic variables influence teachers' engagement with the appraisal process, adherence to its objectives, and the resulting impact on learning outcomes in History and Government in Secondary schools in Kwale County. Using a mixed-methods approach, data were collected through survey involving a questionnaire and document analysis of KCSE results both at national and Kwale County levels. Quantitative and qualitative was analyzed to provide insights on the implications of teachers’ demographics in compliance with the TPAD tool requirements and implications on learning outcomes. Findings reveal that younger teachers with fewer years of experience often exhibit higher adaptability and positive attitudes toward the TPAD tool while more experienced teachers tend to resist its implementation. Gender differences were also observed, with female teachers demonstrating greater diligence in adhering to the TPAD guidelines compared to their male counterparts. Teachers with advanced academic qualifications showed greater effectiveness in aligning the TPAD tool expectations. However, high workloads and administrative responsibilities were identified as key barriers, hindering teachers' ability to fully embrace the TPAD tool implementation and enhanced learning outcomes. This study underscores the importance of tailoring professional development programs to address the specific needs and challenges faced by teachers based on their demographics. It recommends enhanced support systems, reduced workloads, and targeted capacity-building initiatives to optimize the implementation of the TPAD and improve learning outcomes in Kwale County. This study contributes to the broader discourse on teacher appraisal systems and their role in educational quality enhancement.