To determine the views of evaluation held by educators in Maryland, 115 secondary teachers and 21 administrators in 6 Maryland school districts responded to a 26-item research-designed questionnaire. The questionnaire assessed the primary purposes of evaluation, the procedures used in the subjects' school systems, and the perceived strengths and weaknesses of the systems. Both teachers and administrators agreed that the primary goal of evaluation was improvement in the teacher's classroom performance. Chi-square analysis of the results showed significant differences between principals and teachers when evaluation was used for contract renewal or termination. There were statistically significant correlations between the number of years of teaching and willingness to participate in pre- and postobservation conferences. The worst aspects of evaluation seen by teachers were: (1) principal bias; (2) inconsistency; (3) subjectivity; and (4) focus on trivial issues. Principals wanted more time for observations. The best features of the evaluation systems were a non-threatening attitude of the principal and the use of pre- and postobservation conferences. A demographic summary of teachers and administrators, and correlations between study sample's years of experience/gender and survey questions are appended. (Author/SLD)