This study was intended to identify teachers' attitude towards ROPE inrngeneral secondary schools of Addis Ababa, thereby assessing thernproblems related to it. The research method used for the study wasrndescriptive survey. The respondents of the study were evaluators andrnteachers in five sample secondary schools which were found in fiverndifferent sub cities. Questionnaire and Interview were instrumentsrnemployed for data collection. The questionnaires were completed by 171rn(45.12%) teachers and 69 evaluators. Furthermore, the researcher heldrninterviews with two school principals and three teachers. The statisticalrntools employed in analyzing the data were the frequency, percentage, chisquarernand spear-man rank order correlation co-efficient.rnThe study revealed that evaluators of teachers in ROPE system had norntraining and adequate skill in ROPE. It also declared that evaluators hadrnno clear understanding of the criteria set for ROPE. On the other hand,rnmore than half of the evaluators indicated that the criteria were relevantrnto teachers' performance. Unlike the majority of the evaluators, thernteachers revealed that some criteria could not reflect tasks involved inrnthe process. Furthermore, majority of both groups of respondents havernassured that some evaluation criteria were unattainable.rnRegarding attitude, the majority of teacher respondents revealed thatrnteachers had negative attitude while a significant number of evaluatorsrn(42 .9%) indicated that teachers had positive attitude towards ROPE.rnEven though there was significant difference between the responses ofrnthe two groups, the highest number of the total respondents and thernmajority of teacher respondents assured that teachers had negativernattitude. The factors that contributed to the development of a negativernattitude were too much work burden on teachers, ROPE's criteria werernunclear and unattainable, evaluators were not trained and studentsrnlacked skill in ROPE.rnFinally, recommendation such as improving the criteria, providingrntraining to evaluators, participating teachers in designing the evaluationrnsystem, separating ROPE from career structure and using it mainly forrnimproving teachers' performance were some of the solutions to thernproblems as forwarded by the researcher and supported by thernrespondents