This research analyzes the social representations that teachers make about the evaluation of teaching performance in the Secondary School Mozambican Heroes. The research, of descriptive nature and qualitative approach, had as a sample by convenience, a total of 64 teachers corresponding to 85.33% of the total population, who were submitted to a questionnaire. In addition to this, we used a structured interview submitted to the pedagogicalpedagogical director of that school. ResultsNeiva Olga Raimundo Saúteos of the research show that the performance appraisal process is carried out according to what is foreseen in the Mozambican Public Administration Performance Management System (SIGEDAP). Teachers always have access to the results of the performance appraisal (PA), receive feedback, and are given the opportunity to complain about the results if they do not agree, while at the same time considering the appraisal indicators as relevant.