The purpose of this quantitative correlational study was to determine if, and to what extent, a relationship existed between teachers' perceptions of their evaluator's instructional leadership and the teachers' evaluation scores at the middle and high school levels in one Florida school district. Ozcan's theory of teacher motivation states that there are intrinsic and extrinsic variables that affect teacher motivation and performance. Additionally, Leithwood's transformational leadership theory states that school leaders are most effective when they empower and encourage their subordinates. In order to serve the purpose of this study, the research questions asked if there is a correlation between teachers' perceptions of their evaluator's instructional leadership and the teachers' evaluation scores at the middle and high school levels. Using a quantitative correlational methodology and design, the researcher used the Principal Instructional Management Rating Scale (PIMRS) and the Instructional Personnel Performance Appraisal System (IPPAS) to collect numerical data for analysis. A Spearman's rank correlation coefficient was utilized to analyze the data and produce results. Results indicated a weak correlation between instructional leadership and teacher performance with r=0.112 and r=-0.036 for middle and high school, respectively. These results suggest that school leaders should focus more on other leadership skills that positively impact teacher performance. Future recommendations include the same study in mixed methods or qualitative methodology and the same study to include elementary school leaders. [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/en-US/products/dissertations/individuals.shtml.]