Abstract
In this chapter, we theoretically tackle the issue of evaluating English language teachers in educational institutions. In some parts of the world and out of all structural elements in institutes of education, teachers seem to receive the least amount of support and/or opportunities to assess their proficiency or to evaluate their teaching skills. Where teachers' performance evaluation does receive sufficient attention, cases sometimes can be expected where educators might be unaware of the latest up-to-date information concerning the methods that are utilized or the purposes behind the evaluation systems in their context and any policies related to it. The objectives of this chapter are to review and contribute to the current debates on the purposes and methods of evaluating language teachers' performance.