This convergent mixed methods study examined the impact of student learning objectives (SLOs) and the evaluation process on teachers' sense of efficacy. The study participants included kindergarten through eighth grade teachers from one large urban Midwestern school district. The quantitative research questions examined teachers' reported sense of efficacy in the following areas: efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. The qualitative questions attempted to understand teachers' perceptions of the evaluation process. The qualitative portion of the study focused on which elements of the evaluation process influenced teachers' efficacy and attempted to identify the extent to which incorporating an SLO impacted teacher efficacy. Several themes emerged from the qualitative data including the ability to focus instruction, the role of reflection on teaching, being able to collaborate with administration and/or colleagues, the importance of quality feedback, and the concern for lack of authenticity of the SLO. Data from this study revealed that specific teacher characteristics were associated with statistically significant differences in teacher efficacy. Teachers reported that collaborating with their PLC, administrators, and instructional coaches increased their teacher efficacy. Implications for practice include providing preservice teachers experiences in racially diverse, low income school districts, providing administrators ongoing professional development opportunities to increase their ability to provide specific, data-driven feedback, and implementing a professional learning community model to build teacher's self-efficacy and collective efficacy. [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.]