Much of the research into teacher appraisal and performance management has focused on the experience of the classroom teacher. In this article, I will: (1) concentrate on the perspectives of the senior managers in secondary schools; (2) consider their views of the purpose of performance management; (3) compare their methods of implementation of the statutory regulations; (4) reflect on their leadership ethos; and (5) review the links between their ideology and their perceptions of performance management. I have reflected on the links between performance management and strategic management--looking particularly at the work of Storey (2002) on using a balanced scorecard approach in education and Hartle et al. (2001), on leadership effectiveness and on the use of teaching and management competences. A major additional area for investigation that emerged as a result of this study is a possible link between implementation and practice of performance management in a particular school with the leadership style of the headteacher and her/his ideological relationship with the senior leader responsible for performance management. (Contains 1 table and 2 notes.)