Teacher accountability and school climate are widely discussed in present-day education. There are many aspects that fold into the constructs of the teacher evaluation process as well as theories that attempt to provide clarity on building and maintaining school climate. The purpose of this quantitative study was to examine the association between factors of school climate and perceptions of feedback received by over 1,900 teachers in the U.S. who responded to the TALIS 2013. This study employed a correlational design using factor analysis and multiple regression analysis. Results showed significant correlations between school climate and perceptions of teacher feedback given during teacher evaluation. It is recommended that school leaders use this research to better understand factors of feedback given in order to build and maintain a positive school climate. [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.]