This dissertation used an electronic survey administered to public school principals in Northwest Ohio to investigate current teacher evaluation practices, attitudes towards current evaluation practices and attitudes toward proposed methods of gathering evidence for the teacher evaluation process. Results indicated principals are the primary evaluators of classroom teachers, but they have received little comprehensive training in teacher evaluation processes. Frequency of evaluation is based on contract status with new teachers receiving the most frequent evaluations. Most principals are dissatisfied with current processes that are, most commonly, based on formal classroom observation. Although principals believe the primary purpose of teacher evaluation is to help teachers improve, they do not believe current formal evaluation processes are useful in determining teacher effectiveness. Results also indicated principals are most open to including informal observations; observations of interactions with colleagues, parents and student; and measures of student progress into the formal evaluation process. [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.]