Abstract
ABSTRACT This paper describes an action research approach to investigating the diverse goals and dilemmas that characterise staff appraisal activity. An intervention takes place to counter ineffective, defensive reasoning and teach the principals of two schools how to think and act in productive ways in order to manage dilemmas. The challenges of the complex theoretical and practical curriculum that underpins problem‐based methodology are discussed, and implications of the research for training that enables leaders to manage quality and diversity are examined.
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