Performance management system is a process that focuses on individual performance against agreed work plans. It is a means of getting better results from the organisational teams and individuals by understanding and managing performance within an agreed-framework of planned goals, objectives and standards. In order therefore to assess individual’s work performance and contributions to the organisation, the performance management system has to be carried out. Zimbabwe has introduced the performance management system in its public sector institutions (including schools) as a way of improving the performance of the civil servants and public organisations. This study seeks to evaluate the impact of performance management on the supervision of teachers in secondary schools in Zimbabwe using the quantitative paradigm. The study adopted the survey descriptive design. The target population comprised all the secondary school teachers in Kwekwe District using a random sample of 200 teachers and 20 heads of schools made up of 112 males and 108 females. All the information was gathered using a questionnaire. The results of the study revealed that performance management had not changed the supervision practices of heads who still stuck to the traditional models of supervision that existed prior to the introduction of performance management. The study also revealed that identified training needs for personnel were not addressed at all. The study recommends that resources and opportunities be made available to address effectively training and development needs identified during performance management reviews in order to effectively improve personnel competencies and benefit the students learning.