Teacher performance evaluation: conflict, uncertainties and the search for meaning(s)

Abstract:This article stems from a longitudinal research carried out with primary school teachers in Portugal between 2008 and 2010. The research sought to identify the conflicts and uncertainties, which have been caused by the evaluation of teacher performance, as well as to search for meaning(s) related to that evaluation and to 'being a teacher'. The implementation of systems for the evaluation of teacher performance fits into the search for solutions to that concern. This is what happened in Portugal, in January 2007, when the new Statute of the Teaching Profession and the law to regulate Teacher Performance Assessment were published in Diário da República- the official government publication. Tensions arose between teachers and the Ministry of Education and they were aggravated by an awareness of how the problem of teacher performance evaluation would impact on the professional career of teachers and how it would cause uncertainties and demotivation concerning the vocation of teaching and its subsequent impact on the professional identity of teachers.