This mixed-methods sequential explanatory study explored the causes of teachers' resistance to evaluation reform. Teachers in this study demonstrated both resistant and compliant behaviors in response to a particular evaluation policy, which also started a process for teachers to express concerns over the implementation of a new law governing teachers' careers. This research study utilized quantitative and qualitative methods for data collection and analysis, including surveys, interviews, and program documents. The responses, insights, and perspectives of 433 public school teachers provided the primary data in this study. The results indicated that the process by which the government of Peru implemented evaluation procedures negatively affected teachers' motivation toward compliance and thus impaired the success of the reform. This study also revealed that although teachers opposed evaluation, they agreed with the idea of an evaluation policy. Further, when given the opportunity to voice their opinions about evaluation procedures and the inclusion of merit pay plans into the career ladder, teachers cited overriding problems with the organizational structures in which they worked. The nullification of teachers' tenure and rights was the most important cause of teachers' resistance to evaluation-based pay plans; responses did not differ greatly between less and more experienced teachers. Finally, throughout this study it was clear that simply mandating change was not enough to successfully and effectively implement it or to achieve advances in teacher quality and student achievement. / text