Federal legislation has demanded increased accountability requirements for teacher excellence. Teachers and school leaders in the local schools are impacted tremendously by this decision. The necessity to provide students with high performing teachers is a priority of all stakeholders. The need to comply with federal grant requirements has added to the workload of school leaders. This study examined the attitude of 404 school leaders in the state of Arkansas. The study was guided by five research questions related to teacher evaluation (a) determining the amount of time school leaders spend evaluating teachers under the Danielson Model; (b) determining if a significant correlation existed between school leaders' attitudes and selected demographic factors and their satisfaction with the value of the Danielson Model in shaping and improving instructional practices for teachers; (c) determining if a significant correlation existed between school leaders' attitudes and selected demographic factors and their satisfaction with how well the TESS evaluation system measures teachers' behavior and strategies; (d) determining if a significant correlation existed between school leaders' attitudes and selected demographic factors and their satisfaction with the value and utility of the TESS process; (e) determining if a significant correlation existed between school leaders' attitudes and selected demographic factors and their satisfaction with the impact that formative observations have on a teacher's summative evaluation. SPSS software was used to analyze data collected from the survey. The study explored school leaders' responses to opinions regarding the Danielson Model method of evaluating teachers currently mandated for use in Arkansas public schools. Generally, school leaders report a significant increase in the amount of time required to perform TESS related duties. There was a significant difference in how school leaders responded on the survey according to their gender, role, school district size, and school level. This study indicated that school leaders at the elementary level tended to agree that the Danielson Model is beneficial in shaping and improving the instructional practices of teachers. There was no significant difference based on school size or role in how the Danielson Model affected a teacher's summative rating. [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.]