Teacher evaluation as a means to raise the quality of teaching force is currently a subject of severe debate. The present study examined a new model of growth-oriented teacher evaluation, which should be distinguished from accountability-driven evaluation. Growth-oriented evaluation focuses on teachers\' professional development. In order to analyze teachers\' attitude toward and perceptions of growth-oriented teacher evaluation, a survey questionnaire was developed and administerd to 2,953 elementary and secondary teachers across Korea. Approximately half of respondents showed positive responses toward the introduction of growth-oriented evaluation. Most respondents, however, did not think the evaluation would contribute to the professional growth of teachers, despite of its good intention, as they did not trust the reliability and objectivity of evaluation standards. While classroom observation, self-report, peer interview were preferred as methods of evaluation, parental participation was least preferred. Significant differences were found between classroom teachers and administrators in terms of perceptions on various aspects of evaluation. Four recommendations were made based on the results of analysis.