Abstract:
his research-paper examines the social representations that the teachers build-up on the
evaluation of the performance of the teacher in the Herois Moçambicanos Secondary School.
With a descriptive character and qualitative approach, the research had as sample a sum of 64
teachers corresponding to 85.33% of the total population who were submitted to a
questionnaire, the collecting tool of data used in research. Moreover, we have used the
structured interview submitted to the Assistant-director of that school. The results of the
research show that the process of the assessment of performance is carried out in accordance
with the prescriptions laid down in the Management System of Performance in Public
Administration (SIGEDAP) of Mozambique. The teachers have always access to the results
of the assessment, they receive the feedback, and they are given space for complain if they
disagree with the results, while considering relevant indicators of the evaluation.
Nevertheless, they confess that the evaluation system paves the motivation of the teachers,
although the monitoring activity of the degree of implementation of the individual plan of
activities is not consistent, since it does not always happen. With regard to the social
representations that the teachers build-up on the assessment of performance from the
meanings that they attribute to this process, the description of these meanings is done through
the processes of objectivation and anchorage. Thus, the study reveals also that in the process
of objectivation, the relationship that the correspondents establish with the social object (the
assessment of the performance) happens in direct manner, that is, through the knowledge that
they possess about the process of the evaluation of the performance through the experience,
and, the anchoring process starts incorporating other elements that were unexpected in AD: it
starts to designate new elements of knowledge from the web of categories known beforehand.
