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This article suggests that the implementation of human resource policies such as teacher performance appraisal (TPA) is a disturbance to the school organizational climate. Based on my cross-examination of both school managers’ and teachers’ discourse, I suggest that a new leadership approach needs to be developed at the school level to effectively coordinate TPA implementation in such a way that it can enhance teacher professional growth.

Human resource policy and teacher appraisal in Ontario in the era of professional accountability