With the infusion of technology into the learning environment, the teacher evaluation process has been affected (Whale, 2006). Consequently, the International Society of Technology in Education developed technology standards for students, teachers, and administrators known as the National Educational Technology Standards, or NETS (Morphew, 2012). Additionally, two of the most important factors in the success of technology integration are the teachers' understanding of the technology standards and their accountability to those standards (Miranda & Russell, 2011). However, the lack of consistency in evaluations of the integration of technology inhibited the potential benefits (Mancieri, 2008). Therefore, a need to investigate the relationship between administrators' perceptions of technology integration and their evaluations of teachers was identified. The five research questions for this study centered on the relationship between perceptions of the administrators located in the Educational Region 5 area as identified by the Texas Education Agency, or TEA, of the NETS for teachers and their perceptions of the Professional Development and Appraisal System, or PDAS, indicator for technology use including parameters of years of experience and their primary area of instruction. This relationship was found to be statistically significant based upon the analysis of the survey data received. The results of this study indicate a perception of administrators of the NETS-T, Promote and Model Digital Citizenship and Responsibility, as the most impactful on their perception of technology integration. Some applications of these results include incorporation into university administrative development programs, administrative technology professional development, and individual and group teacher evaluation discussions. Consequently, it is equally important for administrators and prospective administrators to have a better understanding and awareness of the NETS and their impact on their evaluations of teachers' technology integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]