This study examines teaching evaluation based on student feedback which is intended to contribute to teachers' professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the usefulness of follow-up sessions as perceived by the teachers involved. Based on 217 teacher responses and analysis done with Structural Equation Modelling, this article provides additional insight into teaching evaluation by investigating possible antecedents for teachers' perceived usefulness of follow-up sessions and for evaluation-related stress. Our results indicate that the perceived developmental purposes of teaching evaluation, recognition of the person conducting follow-up sessions and perceived clear communication from leaders are positively related to teachers' perceived usefulness of follow-up sessions. Higher levels of perceived control purposes are related to higher levels of reported stress among the evaluated teachers.