School administrators’ perspectives on data-driven decision-making processes

A study on primary school administrators reveals that they perceive data-driven decision-making (DDDM) as a systematic, objective, and evidence-informed approach to school management. Increased digitalization, accountability demands, and the drive for evidence-based management are noted as factors necessitating the systematic use of data by school leaders. Administrators utilize various data types, including student achievement, attendance, disciplinary records, teacher observations, parent feedback, guidance reports, and school statistics.

The systematic use of data in decision-making is critical for enhancing institutional effectiveness and accountability, particularly within educational settings. It enables leaders to base strategic choices on objective evidence, fostering continuous improvement and resource optimization across operations and policy development.

School administrators conceptualize data-driven decision-making as a systematic, objective, and evidence-informed methodology for school management.

Forward consideration, not a verified fact.