Teacher evaluation systems are designed to provide teachers with feedback to improve their practice. The feedback, however, is oftentimes not delivered in a way that considers the underlying cognitive processes that teachers experience when presented with performance feedback (Jordan & Audia, 2012). According to performance feedback theory, this oversight can result in teachers rejecting the feedback and, instead, engaging in self-enhancing behaviors instead of problem-solving ones. The purpose of this posttest only experimental design study was to determine the impact that teacher involvement in modifying the student survey (SET) affected their perceptions of the validity and usefulness of the resultant feedback. The goal was to see if having agency, in the form of exercising control over the modification of the student survey, moved teachers more toward a problem-solving mode instead of a self-enhancing one, when compared with teachers in the control group. The participants in this mixed method study were middle and high school teachers at a large private school organization comprised of five campuses, with 22 participating in the experimental group and 33 in the control group. The study was initiated with an intervention where the experimental group members modified the student survey, and then followed up with the Feedback from Teacher Evaluation Systems Survey (F-TESS) that measured the perceptions of teachers in both the experimental and control groups on the validity and usefulness of the various aspects of teacher evaluation, including student surveys, observations, and teacher appraisals. The findings indicate that agency not only appears to positively impact perceptions of the validity of feedback, but also encourages a more critical evaluation of tools of evaluation where teachers had no input. [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.]