Two studies surveyed teachers in elementary and secondary schools to discover the relationships among teachers' willingness to be evaluated, their perceived control over the activities being evaluated, their input into the evaluation process, and their trust in the evaluators' accuracy and expertise. The first study asked 150 teachers in an elementary school district about their control over seven teaching domains, including learning objectives, classroom conduct, and educational materials. The second study, covering 200 teachers in a secondary school district, examined their perceptions of eight teaching activities, such as planning and pacing classroom activities, and of five components of evaluation, including data collection and choice of evaluative criteria. The results of both studies showed that, for most domains, teachers' receptivity to evaluation is positively related to their perceived degree of control over the domain or activity being evaluated. In addition, secondary teachers were found to be more receptive to evaluation when they have greater input into evaluation decisions and greater trust of evaluators' expertise. These research findings indicate that evaluation will be most effective when teachers are equitably represented in evaluation design and implementation and when they trust their evaluators. (RW)