The purpose of this study was to focus on teacher evaluation, teacher job satisfaction of teachers, and teachers' perceptions about the current evaluation practices. Hughes (2006) explored and determined from her findings that there is a connection between teacher evaluation and teacher job satisfaction. As an extension and continuation of her research, the perceptions of educators who serve in various supportive capacities between teachers and students were taken into account in this research. Teachers inherit a natural responsibility for students' performance on standardized tests and in academics; data outcomes are automatically assigned to teachers. With this added layer of accountability, for decades, teachers have had to meet the demands according to past educational legislations such as, Common Core State Standards (CCSS) as well as the No Child Left Behind (NCLB) federal enactment. Logically then, teachers of students in the non-core/non-tested academic subject areas are not assessed the same way, as those areas are not tested and reported statewide nor at the federal level. This quantitative study included a survey of high school teachers to identify their perceptions of job satisfaction based on various factors and their thoughts regarding the current evaluation process and collegial peer evaluation. The results showed that there were significant differences in the responses regarding job satisfaction by age, tenure, subjects taught, years of experience, and their interest in the concept of collegial peer evaluation, a tool that can be used to assess the performance of teachers based on feedback from their colleagues. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]