Teacher job satisfaction plays a crucial role in ensuring the quality of education and the overall well-being of educators and students alike. However, over the past decade, numerous studies have pointed out a concerning decline in teacher job satisfaction in primary schools most especially among the refugee settlements (Riggert et al., 2017). This study was carried out on the relationship between appraisal practices and teacher job satisfaction in Rwamwanja refugee settlement primary schools in Kamwenge district. The study employed a cross-sectional survey design. 108 head teachers and teachers from refugee settlement schools were included using simple random and purposive sampling. Data was collected using questionnaires and analyzed through Statistical and logical techniques. It was found out that goal setting is significant in enhancing teacher job satisfaction, with implications for improving communication, collaboration, and resource support within schools. The study further revealed a significant positive perception among teachers regarding the potential benefits of professional development programs. However, there are concerns related to the organization and adequacy of these programs, as well as their impact on job satisfaction. Addressing these concerns and enhancing the quality and diversity of professional development opportunities can lead to increased satisfaction and commitment among teachers. It was found out that majority of respondents agree or strongly agree that setting clear and achievable goals positively impacts their job satisfaction. While a significant portion believes in the effectiveness of goal communication, there are concerns, including disagreement and uncertainty. This suggests room for improvement in the clarity and transparency of goal communication. The study recommended thus; Schools should emphasize the importance of clear and achievable goal setting for teachers and improve communication regarding professional development goals, schools should enhance their professional development programs to provide more diverse and tailored opportunities that cater to the unique needs and interests of teachers, efforts should be made to ensure that schools provide adequate resources and support to help teachers achieve their goals and align them with the school's objectives, especially in resourceconstrained settings like refugee settlement schools and schools should promote a culture of collaboration and involvement among teachers, allowing them to actively participate in goal alignment and providing constructive feedback.