The purpose of this qualitative study was to help to understand teacher morale in the local context, providing insight into the perceptions of teachers experiencing low morale surrounding the evaluation process. To achieve this goal, the research question explored was: What role do teachers from a high school in New Jersey perceive that teacher evaluation plays in teacher morale, specifically, the Danielson Evaluation Framework? Participants were chosen through purposeful sampling from various departments at a small high school in New Jersey. Data were collected from seven participants in a series of semi-structured, in-depth interviews. Data were transcribed, analyzed using general inductive analysis, and coded. Findings indicated that teachers felt a connection between each of the aspects of teacher evaluation and teacher morale. Many teachers felt their morale had been lowered through many of the phases of teacher evaluation, which then translated to affected teacher performance. These findings highlight the need for more meaningful attention to be paid to how teacher evaluation affects teacher morale so that steps can be taken to help keep teachers' spirits lifted. [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.]