The purpose of this quantitative study was to test the theory of connectivism (Downes, 2012) by comparing Twitter educational followership and no Twitter educational followership in terms of the Texas Teacher Evaluation and Support System (T-TESS) rating scores for elementary, junior high, and high school teachers in a large urban public-school district in north central Texas. Survey methodology was used to collect data. The survey instrument was created using design principles described by Creswell (2013) and followed the process delineated for question construction, pilot study, construct validity, and reliability Five independent sample t-tests were used to determine if the differences between teacher ratings on the T-TESS between teachers utilizing educational followership on Twitter and teachers without a Twitter account for study participants representing 24 elementary, junior, and high school campuses in a large urban school district in north central Texas were statistically significant. Overall, the results indicated that among the 62 study participants representing 24 elementary, junior high, and high school campuses there were no statistically significant differences in rating scores on T-TESS domains between teachers utilizing educational followership on Twitter and teachers without a Twitter account. [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.]