Investigating effects of 360-Degree Feedback on Performance of Secondary School Teachers in Swat

Abstract

The present study investigates the effects of 360-degree feedback on teachers’ performance in planning and preparation, classroom environment, instruction, and professional responsibilities on research basis. Teachers’ improvement through 360 degree feedback is viewed as a precursor to better teaching practices in the classroom. The study was conducted in ten schools in District Swat. Forty (40) appraiser teachers, ten (10) appraiser principals and 160 appraiser students participated in the project. The study implemented 360-degree feedback on Secondary School Teachers (SSTs) and Certified Teachers (CTs) for three months where they were evaluated in the four teaching domains: (1) planning and preparation, (2) classroom environment, (3) instruction, and (4) professional responsibilities. Observation checklist was used as a pretest and posttest for data collection. The data was analyzed through frequency distribution, mean, standard deviation, and t-test. Data showed that 360-degree feedback improved the teachers’ performance in the four domains of teaching. Implementing 360-degree feedback in schools within the framework of an action research helped teachers in improving their performance. The study suggests that the application of 360-degree feedback can improve the teachers’ performance in many areas of teaching.