Abstract

Three hundred and sixty-degree feedback is a compelling process for personal and professional development that draws upon the knowledge of people within a person's circle of influence, including supervisors, peers, direct reports, and oneself. Traditionally, 360-degree feedback surveys were developed as an administrative tool to aid an organization's executive leaders and managers in making decisions regarding employee promotions, salary raises, and other personnel incentives. Today, 360-degree feedback programs are used primarily as a leadership development strategy to help people and organizations meet their goals. However, the use of 360-degree feedback is not widely used in the education sector due to the need for schools to prioritize traditional federal, state, and local district evaluations. The G360 Surveys™ strategically designed their survey tools to be efficient and intuitive in use, while inducing meaningful self-awareness and behavior change that align with skills needed for 21st century workplace success in any industry in any setting. This study was structured to investigate the impact of 360-degree programs in public schools using the G360 Emerging Leader Survey as the instrument for research. This study was completed using a quantitative and qualitative research approach with 14 public school educators across the country. One hundred percent of raters found the G360 surveys to provide meaningful feedback for their development and believed that effective use of the instrument would have a positive impact on a school's culture and goals. All participants also said that they would recommend the program to a school or school district for use.

Library of Congress Subject Headings

Dissertations (EdD) -- Organizational leadership; 360-degree feedback (Rating of employees); Educational evaluation; Public schools

Date of Award

2018

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Harvey, Andrew;

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