As a result, regular appraisal results would no longer be connected to salary bonuses. Internationally, individuals within the school generally conduct developmental appraisals because they are more familiar with the teacher and their school context, and are best placed to provide ongoing feedback (Santiago and Benavides, 2009). Romania will need to address the involvement of the school board as an appraising body, the lack of opportunities for one-on-one appraisals, and the limited role played by the principal if its regular appraisals are to become more developmental.