The purpose of the study was to explore Addis Ababa City Administration Arada sub-city government primary school teachersâ€Ÿ perception of the contribution of Performance Appraisal to their Professional Development. The study was based on the four Charlotte Danielson`s Framework for Teaching (1999 â€“ 2007) which were sub-divided in to many subcomponents of teachersâ€Ÿ responsibilities. Descriptive survey design was used to collect data from 33 principals, 248 teachers, 40 students and 12 Parent-Teacher-student Association in total 333 participants from the 10 sampled schools. Questionnaires, interviews and focus group discussions, as well as document reviews were used as the tools for data collection. Many of the findings of the study were associated to less attention given to teacher performance appraisal manifested by absence of training for both the appraisers and appraisees, motivational issues, less participation of teachers in the process of the appraisal system and less accountability in the school system. Accordingly, among many recommendations forwarded from the study, provision of training for both the appraisers and appraisees to equip them with the necessary knowledge, skills and attitude to properly conduct the appraisal, creating conducive condition for full participation of the teachers in the appraisal process, establishment of accountability at the various levels of educational institutions and enhancing motivation of teachers based on the results of the performance appraisal were the major ones.