EVALUATION OF TEACHER PERFORMANCE: PROFESSIONAL AND INSTITUTIONAL IMPLICATIONS AT ESCOLA SAGRADO CORAÇÃO DE JESUS DO LOBITO

Abstract

The evaluation of teachers' performance as a process measures the production, creativity, responsibility, relationship and quality of teachers' work and today constitutes a major challenge for many managers. In this sense, the main objective of this article is to contribute to an evaluation of teacher performance aimed at professional and institutional improvement at the Sagrado Coração de Jesus school. This is a study with features of a mixed approach (qualitative and quantitative), of a descriptive type, whose discussion took place in two moments: the first, through an extensive bibliographic review; and the second, through a survey and an interview guide applied to teachers and management members of the Sagrado Coração de Jesus school – Lobito. The results found indicate that the process has a bureaucratic, fragmented and unsystematic nature, as it essentially focuses on the teacher's skills (observation of classes), in the same way that there is little participation, essentially involving teachers and subject coordinators. In short, it is suggested that the evaluation of teachers' performance takes into account all the indicators and dimensions that comprise this process, so that it can fit into the normative requirements that regulate the process in question.