The author begins with a critique of the failures of most neo-behavioral approaches to teacher evaluation and then assesses the existentialist reconceptualization of the primary relationship between teacher and pupil. He then reports on his studies using an individual's expressed and wanted behaviors in inclusion, control, and affection as predictor variables for authenticity. This probe asked, What might indicate that the teacher was authentic, free, or open? The research decision was not to change or to modify the behavior of the teacher, but to learn which variables might help determine the authentic, open relationship between the teacher and any other he might interact with, especially within the school organization. By following existentialist theory and avoiding any traits, personality, or characteristic approaches in teacher evaluation, especially through group norms or any other normative data, as well as by rejecting totally the neo-behavioral competency/performance-based approach, it is hoped that further systematic evaluation and painstaking isolation of variables contributing to the improvement of teacher evaluation shall be forthcoming through the approach articulated in this report and that other educational researchers will exploit this direction. (Author/IRT)