Knowledge Resource · Open access
Research Summary: School administrators’ perspectives on data-driven decision-making processes
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 26 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- School administrators conceptualize data-driven decision-making as a systematic, objective, and evidence-informed methodology for school management.
- The necessity for systematic data use by school leaders is driven by increased digitalization, accountability expectations, and the trend towards evidence-based management.
- Primary school administrators incorporate diverse data sources such as student achievement results, attendance, disciplinary records, teacher observations, and parent feedback.
- Additional data types used include guidance reports and general school statistics to inform decisions.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1929590
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- Verification ID
- ASA-EXE-2026-00850
- Version
- v1.0 · r0
- Issued
- 26 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- School administrators’ perspectives on data-driven decision-making processes
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.