SATISFACTION LEVEL OF PORTUGUESE PUBLIC PRIMARY AND SECONDARY SCHOOL TEACHERS WITH TEACHING PERFORMANCE EVALUATION PROCESS

The Teacher Performance Evaluation (TPE) has raised controversial issues, leading to changes in the evaluation models implemented in Portugal.Nevertheless, it seems consensual that it should be part of the teachers' professional development process to improve the quality of all educational activity.In this context, the main purpose of this study is to assess the satisfaction level of Portuguese public primary and secondary school teachers considering the TPE process.The study is based on a qualitative and quantitative methodology considering the literature review and the statistical analysis of the applied survey.The results show that teachers agree with the existence of a TPE model, but there satisfaction degree is negative since the professors consider the referred model as an excessively bureaucratic and inflexible process; unfairly due to allocation of quotas; causing strong pressure for assessment to be summative rather than formative in nature; leading all these problems to a climate of demotivation and mistrust among teachers which, consequently, translates into a more individualistic and uncooperative work.It was also evident that the implementation of TPE models must actively involve teachers and promote the teaching activity, in order to promote a collaborative culture, providing effective opportunities for development and professional satisfaction, with an impact on the quality of the educational action and on the improvement of schools as well as the service they provide to the communities in which they operate.