School leaders with an unsatisfactory performance may also be required or advised to complete compulsory training to improve (e.g. various Australian states and territories, various provinces and territories in Canada, Chile [Performance Appraisal], Korea [School Principal Appraisal for Professional Development], New Zealand, Portugal, and Northern Ireland in the United Kingdom). This also depends on evaluators’ and school leaders’ capacity to use appraisal results. A review of principal appraisal in school districts in the United States, for example, found that almost half of the appraisal models reviewed failed to provide school leaders with clear feedback that was linked to a development plan on what they could be doing better to improve teaching and learning in their school (Goldring et al.,