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The purpose of this study was to investigate and compare perceptions of principals and teachers concerning the West Virginia mandated performance evaluation of teachers. A comparison was made of principals' and teachers' perceived current and desired evaluation practice. Then a comparison was made between principals and teachers to find any differences in perceptions. Efforts were made to find relationships between overall satisfaction and evaluation practices and between overall satisfaction and demographic variables. Both groups were asked why teachers do not choose to enter the Phase I/II professional growth and development cycle. Surveys were mailed to 218 principals and 270 teachers, randomly selected from the population of public school principals and teachers by staff from the West Virginia Department of Education. A response rate of 57% was obtained. Data were analyzed using general linear models procedures. Differences were found in both principals' and teachers' perceptions of current and desired practices in evaluation on all factors investigated. Differences were found between perceptions of principals and teachers concerning desired practice on all factors investigated except career awards, opportunity to participate, and evaluator competency. Differences were found between perceptions of principals and teachers concerning perceived current practices on all factors investigated. For principals and teachers significant correlation was found between overall satisfaction and positive effect on instruction. For teachers there was also a significant correlation between overall satisfaction and benefit to professional growth. No significant differences were found in overall satisfaction as predicted by demographic factors. Reasons for not entering Phase I/II of the professional growth and development cycle included among others: rather have evaluator observe, lack of understanding or training, too much paperwork, and fear of portfolio. The results of this study indicated that while teachers and principals are in agreement on desired practices in evaluation, their perceptions of current practice are different. Additional training in the evaluation process is need for both groups. Efforts need to be made to connect staff development and evaluations and to make the evaluations beneficial to improved instruction and encouraging quality performance.