This study, grounded in a phenomenological exploration, investigates whether current teacher evaluation methods account for subjectivism in teaching, learning, and evaluation within the context of Georgia's Teacher Keys Effectiveness System TKES. Through focus groups with instructional evaluators IEs, the study reveals the significant impact of evaluator subjectivity on teacher evaluations, highlighting how personal biases can influence teacher performance assessments. By applying theories such as Weber's subjectivism (1949), Kolb's Experiential Learning Theory (1984), and Vygotsky's Sociocultural Learning Theory (1978), the study uncovers a critical need for more objective, reliable evaluation methods that foster authentic teaching and learning practices. The findings suggest that current evaluation systems may inadvertently promote performative teaching, reducing opportunities for professional growth and effective pedagogical improvement. The study emphasizes the importance of well-prepared evaluators and more inclusive evaluation methods to mitigate subjectivism and enhance teacher development, calling for systemic reforms to improve the alignment between evaluation tools and the complex realities of classroom instruction. This research contributes to the broader discourse on educational leadership and evaluation by offering actionable recommendations to reduce bias and enhance the reliability of teacher evaluations. [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.]