Teacher effectiveness has been on the decline in Catholic schools in Lebanon due to many factors, including, the lack of efficiency and competency of teachers and the lack of professional development opportunities. Much of this is due to the absence of an effective teacher evaluation system. As a result, many unqualified teachers are becoming tenured. Subsequently, school administrations often encounter financial concerns when making the decision to lay off unqualified, tenured teachers. Ultimately, low student achievement results from keeping unqualified teachers in their positions. A survey and interview were conducted to determine perceptions of teacher evaluation practices at Lebanese Catholic schools. An analysis of the findings indicated teachers are being evaluated on their teacher performance through simple classroom observations. The study results indicated subject coordinators are more interested in following cycle supervision within formative and summative evaluation processes. Participants indicated the desire and necessity to develop a standardized teacher evaluation policy for their schools. Recommendations were made for Catholic schools to review their teacher evaluation system and develop a new policy based on teacher input and current trends suggested by the literature review. The study indicated increasing professional development via in-service training sessions and workshops was seen as essential in improving teaching performance. Participant suggestions included a review of the recruitment system of teachers as well as the addition of a spiritual domain to the ethical values of teaching frameworks. [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.]