The implications also need to be treated with caution as, in some instances, further research is needed for specific contexts as well as across a sufficient number of countries to be confident about the consequences of specific approaches. Further potential areas of research on school leader appraisal include, among others, school leaders’ perceptions of using separate appraisal processes for developmental and accountability purposes, the effects of using professional school leadership standards as a reference standard for appraisal, the effects of involving peer evaluators in the appraisal process, the effects of using teacher, parent and student surveys and questionnaires as a source of information, ways to strengthen links between appraisal and professional development, and the effects of using appraisal results to reward successful school leaders with a financial reward. These need to reflect country-specific governance frameworks, the allocation of responsibilities in the education system and the extent of decentralisation. The existence of national curricula and standards and the overall culture of evaluation all need to be taken into account in approaches to the appraisal of school leaders (also see Chapter 3).