Abstract:
Quality in higher education is perceived in different factors of the training process and,
according to Westerheijden (2008), for there to be quality assurance, accountability and
continuous quality improvement is necessary. With an interest in quality assurance, this
study analyzes the process of implementing the Teacher Performance Appraisal System
(SADE) at Eduardo Mondlane University (UEM) and aims to capture some perceptions
about its functioning, its relationship with quality assurance and its alignment with the
self-assessment of the quality of the teaching staff at UEM. A case study was used, in a
descriptive approach, with a qualitative method and quantitative support to capture the
perceptions in five faculties. From the literature review, document analysis and
perceptions captured as a result of a questionnaire applied to teachers, interviews with
SADE managers, faculty directors and students, it is identified that SADE's relationship
with the quality assurance of teaching occurs only in terms of content (objectives,
results and expected uses). It was concluded that although the opinion on the relevance
of SADE is favorable, the degree of satisfaction in relation to aspects of system
management is quite low, with evidence that there is no use in its results for greater
motivation and impact on quality teachers' work. To correct this scenario,
recommendations are made to improve the management of the teacher performance
appraisal process and align it with the quality self-evaluation process, in the teacher
dimension, in the light of the Academic Quality Assurance System at Eduardo
Mondlane University (SIQUAL) and the National Higher Education Evaluation,
Accreditation and Quality Assurance System (SINAQES) of Mozambique.
