This dissertation examines perceptions of faculty and administrators in Israeli institutions of higher education about their faculty evaluation programs, and compares them with perceptions of colleagues in comparable United States institutions. A written survey conducted among faculty and administrators in Israel was compared to similar data previously collected in the United States. Responses indicate that faculty roles are valued somewhat differently in Israel and the United States, but that faculty and administrators in both countries consider faculty evaluation to be important for the selection, promotion, tenure, and development of faculty. Yet, many are unclear about how the process of faculty evaluation operates and question whether it is always put to good use. Widely shared perceptions are that evaluation policies are often ambiguous and devoid of clearly articulated guiding principles; that evaluation procedures tend to lack consistency and fairness; and that their results do not always justify the effort. There is general agreement that the faculty evaluation process needs to be improved, but uncertainty about whether administrative support or resources could be elicited. Few believe that the evaluation is used efficiently to help faculty develop and improve their academic skills. The dissertation concludes with recommendations that might help remedy this situation.