Defining and measuring teacher effectiveness is one of the most hotly debated topics in public education today. The "No Child Left Behind" Act placed considerable emphasis on high quality teaching standards, making it a focal point of study among educators, administrators, and curriculum developers. Recruitment and retention of high quality teachers is not only beneficial for continual student achievement but is also cost effective for school districts. Race to the Top, a 2009 investment strategy, was created to spur innovation and reforms within the state and local K-12 programs. States competing for "Race to the Top" funding were strongly encouraged to provide evidence that they had addressed the measurement of teacher effectiveness in defensible and tangible ways. Of the states that applied, 71% passed related state legislation designed to improve student achievement and teacher effectiveness. With the advent of STEM education, academic institutions are strongly encouraged to provide evidence for integration of technology under an interdisciplinary framework. Nevertheless, these aims are unlikely to be met without qualified technology teachers actively facilitating knowledge transfer. In order for these teachers to be effective facilitators of knowledge, socio-economic and psychological issues such as job satisfaction and evaluation practices must be addressed by school districts to assist in and increase teacher retention. The purpose of this study was to determine the relationship between North Carolina technology teacher evaluation practices and teacher job satisfaction as measured by the Teacher Evaluation Profile and the Teacher Job Satisfaction Questionnaire. This quantitative study was conducted by administering the Teacher Evaluation Profile and the Teacher Job Satisfaction Questionnaire to licensed technology teachers in North Carolina. The data from both instruments was analyzed using regression analysis. [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.]