In 2010, North Carolina implemented a revised school executive evaluation instrument requiring school principals to utilize Teacher Working Conditions (TWC) as a component of the school improvement process which, prior to 2010, was optional. Teacher Working Conditions had been heralded as a way to improve student outcomes as well as address those conditions which caused teachers to leave a school. This study used data from 2004-2016 in piecewise regression and found that (1) teachers reported higher satisfaction beginning in 2010, (2) impact on turnover was less clear, and (3) according to teachers, use of the survey results to improve schools is inconsistent.