This paper suggests that self-evaluation should be a significant component of teachers' daily work, presenting a model of systematic self-evaluation to help teachers generate classroom solutions through self-study (thus leading them to more complex forms of classroom inquiry). After a historical and theoretical perspective, the paper proposes a taxonomy that distinguishes three interrelated categories: small-scale, teacher-initiated inquiry (self-evaluation projects); teacher action research; and academic research. The hierarchical relationship between them implies an increase in complexity, with teacher-initiated inquiry being the least demanding method. The model advocates systematic work on self-study in several stages that together form a cycle. It starts with awareness of teaching areas that need attention through questionnaires, video/audio taping, checklists, and guided journals; establishment of a systematic process of self-evaluation by identifying strengths and weaknesses; setting priorities, planning a course of action, defining criteria for evaluation, and experimenting with identified areas of teaching; observing and analyzing findings; and modifying and improving teaching practice. Important principles include the following: work on tasks short enough to be completed within limited time frames; provide teachers with support during initial stages; and avoid any aspect of the process that may turn teachers off. (Contains 36 references.) (SM)