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The teacher evaluation issue (individually) as well as of his educational work, has been under a long-term consideration and arguments have raised against such a procedure as well as in its favor. Despite the consecutive legislation settings, aimed to solve any problem concerning this issue, the evaluation of the teachers' educational work still remains unsolved, since it has never been really addressed in practice (Zouganeli et al., 2007). The present study focuses on identifying the attitudes and perceptions of the Secondary Educational Degree of Epirus Region teachers, on general issues concerning their evaluation. It also focuses on detecting a possible connection between evaluation and stress caused to teachers by such an act. Particularly, this study investigates the possible teachers' perceptions, concerning evaluation's necessity, the goals of an individual evaluation, the preferred institutions to carrying it out, the criteria to be used and the forms it should have. At the same time, factors affecting teachers' individual evaluation and their opinions concerning the results usage and accessibility, are thoroughly examined. Additionally, evaluation's connection to teachers' stress, reasons thanks to which most of the teachers discredit evaluation procedure and refuse to apply it, as well as satisfaction degree emerged by their briefing concerning evaluation, are examined in this study. The research took place during April-June 2019, at Epirus Educational Region. An anonymous, semi-improvised structured questionnaire was used for the purpose of this research and had been given to a sample of 180 professionally active teachers of Secondary Educational Degree. Questions were selected based on previous researches and then, they were modified according to this study's special requirements. A trial application of the questionnaire had been proceeded, in order to check the reliability of the present survey. The statistical package SPSS v.23 was used for the process and analysis of the results. The descriptive statistics were recorded at the beginning and after that, the inductive statistics followed, including chi-square test (approved Pearson value <0,05) for each demographic feature, in every question group, in order to ascertain the statistical significance of the particular crosstab. The results came of this survey showed, that a vast majority of the sample stands in favor Ο ζεζκφο ηεο Αμηνιφγεζεο: Παξάγνληαο πνηνηηθήο αλαβάζκηζεο ηεο εθπαίδεπζεο ή άγρνπο ησλ εθπαηδεπηηθψλ; Μειέηε ησλ απφςεσλ θαη ζηάζεσλ ησλ εθπαηδεπηηθψλ Γεπηεξνβάζκηαο Δθπαίδεπζεο ηεο Πεξηθέξεηαο Ηπείξνπ Αλαζηαζία Παιηάηζνπ 10 of their work evaluation or at least, consider it as a necessary procedure, provided that certain circumstances are met. Concerning the evaluation purposes, teachers consider as most important a few features such as, the offered educational level improvement, the self-briefing, the self-improvement and the individual teacher training, features linked to their opinions about the evaluation's results usage. Teachers also wish to be a part of the procedures concerning the establishment and implementation of their evaluation. In addittion, they are particularly interested on the internal collective evaluation (self-evaluation), for the identification of teachers with additional training needs. They also wish, in ideological and institutional level, the evaluation methods to be redefined and finally conducted, by institutions or bodies with a high level of acknowledgement in the education sector. These bodies should also act under no dependency and totally objectively, being of an adequate pedagogical and didactical training. Participants seem to put aside any connection of the evaluation results to rewards, besides their job regularity, and they also do not want any kind of penalty. Finally, the evaluation as a thought causes them moderate stress levels, while the reasons they discredit this procedure, are the low levels of reliability on the objectivity aspect, the evaluators' inadequacy, the lack of briefing, the evaluation feasibility as well as the fear for a possible rupture with their colleagues. However, they state quite ready to enter such a procedure of work evaluation, despite the stress it causes, since they consider it a necessary educational procedure. Without aspiring being an exhaustive approaching to the evaluation issue, the present study aims to contribute on the exploration of teachers' perceptions concerning the implementation of the procedure. These perceptions need to be taken into account, when an educational policy formulation takes place and reaches an agreement, while through the results excluded, conclude the directions needed for a future research effort.