This paper investigates gender bias in Large Language Model (LLM)-generated teacher evaluations in higher education setting, focusing on evaluations produced by GPT-4 across six academic subjects. By applying a comprehensive analytical framework that includes Odds Ratio (OR) analysis, Word Embedding Association Test (WEAT), sentiment anal- ysis, and contextual analysis, this paper identified patterns of gender-associated language reflecting societal stereotypes. Specifically, words related to approachability and support were used more frequently for female instructors, while words related to entertainment were predominantly used for male instructors, aligning with the concepts of communal and agen- tic behaviors. The study also found moderate to strong associations between male salient adjectives and male names, though career and family words did not distinctly capture gen- der biases. These findings align with prior research on societal norms and stereotypes, reinforcing the notion that LLM-generated text reflects existing biases.