When using surveys and/or questionnaires, evaluators forming an ultimate judgement of a school leader’s performance need to bear issues of fairness and objectivity, validity and reliability in mind, especially where appraisal may lead to summative consequences. Different stakeholders may hold different expectations of their school leaders depending on their interests, levels of experience and involvement in the school’s affairs (Ginsberg and Thompson, 1992, Davis and Hensley, 1999). Not all decisions a school leader makes may be viewed equally favourable by all stakeholders (Reeves, 2009).