In December of 1986, the Texas State Teachers Association commissioned Educational Evaluation Services, Inc., to conduct a descriptive research study on the appraisal process and mastery learning among teachers in Texas. Data were gathered in each of five representative school districts in five areas: (1) Dallas-Fort Worth; (2) West Texas; (3) San Antonio; (4) Houston; and (5) East Texas. A stratified random sample of school buildings was extracted within each school district, and teachers in each of the elementary, middle, and high schools in the sample were asked to complete the Survey of Teacher Attitudes and the Observation Climate Description Questionnaire. The scores on the Texas Teacher Appraisal System (TTAS), a 71-item check list of teacher behaviors, were placed in the analysis of data elements, and standardized reading test scores of students in the classrooms of the teachers in the sample in Grades 2-8 were added to the analyses. Results indicate that the TTAS is flawed as an instrument to evaluate teacher performance. (TJH)