The educator evaluation system has changed in the United States. Mandated by education reform, states are now required to look at their evaluation systems more closely to monitor the effectiveness of teachers and to see how students are learning in schools. The purpose of this Interpretative Phenomenological Analysis (IPA) study is to understand how teachers perceive the Massachusetts educator evaluation process. Specifically, this study examines how teachers learn from the evaluation process in the school environment to enhance their professional practice using the lens of Bandura's (2001) self-efficacy theory. This study was guided by one research question: How do teachers describe their learning experiences with the Massachusetts teacher evaluation system's process? The findings from this study indicate that the participants experienced varying levels of learning throughout their professional teaching careers and that they had mixed views regarding the Massachusetts evaluation process. The findings from this study may guide policy makers, state reformers, and individual school districts with data to improve evaluation processes for teachers in the workplace. By developing a better understanding of teachers' thoughts and ideas with teacher evaluation, school districts may be able to use the information from this study to partner with staff to create a more comprehensive, effective learning opportunity for them. The implications for practice and future research are discussed. [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.]