The purpose of this study was to understand how the SLI process is perceived by faculty, department chairpersons, and the building principals as an evaluation instrument to address professional needs and expectations, such as communication, relationship-building, and support for professional growth/development. The participants in the SLI process were faculty (providers of feedback), department chairpersons (receivers of feedback), and principals (facilitators of soliciting the feedback), therefore, a qualitative research design was chosen to describe the experiences and perceptions of these three personnel groupings. There were four main themes that surfaced through the findings. As a result of each theme, faculty, department chairpersons and principals developed ways of improving the process, and commonalities were identified that faculty, department chairpersons, and principals assert are beneficial in the SLI process. The feedback addressed emotional intelligence factors including self-awareness, social awareness, and self-management between faculty and department chairpersons. These emotional intelligence factors were identified as predominant when a department chairperson reflects on the SLI feedback received in order to become an agent of change. Communication and relationship-building are paramount to interdepartmental dynamics between the department chairpersons and their faculty. When faculty and department chairpersons strive to improve these two facets, a mutual support for professional growth and development occur. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]