This study investigated principals’ appraisal of teaching competence with emphasis on classroom management practices and pedagogical content knowledge (PCK) in Taraba State public secondary schools. The research was motivated by the persistent challenges in instructional quality in the state, particularly weaknesses in classroom management and the application of PCK, which have contributed to low student performance. Anchored on Shulman’s Pedagogical Content Knowledge Theory and Instructional Leadership Theory, the study adopted a survey research design. The population consisted of all 205 principals of public secondary schools in Taraba State, who were studied using a census approach. Data were collected using a 15-item structured questionnaire titled Teachers’ Job Performance Questionnaire (TJPQ), validated by experts and found reliable with a Cronbach Alpha coefficient of 0.78. Mean and standard deviation were used to answer the research questions, while chi-square was employed to test the hypotheses at 0.05 significance level. Findings revealed that while principals recognized teachers’ mastery of subject matter as contributing positively to school administration, they did not perceive classroom management practices as adequately supporting effective administration. The results further indicated that appraisal practices often emphasize administrative compliance rather than instructional improvement. It was concluded that teaching competence in Taraba State secondary schools reflects an imbalance between subject mastery and classroom management, thereby reducing overall instructional effectiveness. The study recommended that principals adopt evidence-based appraisal practices that emphasize both classroom management and PCK, and that targeted professional development be provided to teachers and principals alike.