The purpose of this study is to evaluate perceptions of Turkish educators about teacher placement and teacher appraisal in the Turkish education system context by identifying successful and problematic components of charter schools. Sequential explanatory mixed research method design was used; the qualitative part of the study was conducted with a group of 30 educators. The qualitative analysis was conducted through the content analysis method. The quantitative part of the study was conducted with a participant group of 583 educators. Frequency and percentage values were obtained by analyzing data. The major finding of the study was that most of participants except teachers approached positively the contribution to the quality of education, the success of students, professional development of the teachers and the professionalization of teaching when the teachers were employed and evaluated in terms of their performance by the school board. This board had a role in the management of the school and included some parents as members within the framework of charter school model. Teachers involved in this study reacted adversely to the framework related to their duties and job features and responsibilities that lead to the success of the charter school model.