Principals are charged with the responsibility of conducting teacher evaluations that lead to improved instructional practices, as well as using information gathered during the process to make informed data-driven decisions about teacher performance. This study analyzes the impact digital teacher evaluations have played on this process. Four research questions guided this study: (1) How are digital teacher evaluations meeting Principal expectations for reporting of information to make data-driven decisions about teaching? (2) How are digital teacher evaluations meeting the need for Principals to provide feedback to teachers to improve performance? (3) Do digital teacher evaluations meet Principal utility costs in terms of affordability, ease of use and time? (4) How do principal satisfaction levels of digital teacher evaluations compare to traditional paper and pencil evaluation practices? A mixed method approach was utilized. Thirty high school Principals of a large, urban Catholic diocese participated in the quantitative phase, and four in the qualitative phase. Findings from the study show that Principals see value in the centralized information available through the use of digital teacher evaluations. The findings further show that digital teacher evaluations save Principals time; are effective alternatives for tracking data; and deliver teachers the immediate feedback necessary to improve instruction. Future research is necessary because of the relative newness of digital teacher evaluations. A case study on a specific instrument or school site will add to the literature on the topic. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]