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Leading with Data: An Increasingly Important Feature of School Leadership.

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Title: Leading with Data: An Increasingly Important Feature of School Leadership.
Authors: Jingping Sun1 jsun22@ua.edu, Johnson, Bob2 bljohnson7@ua.edu, Przybylski, Robert2 rpcrimsonforever@gmail.com
Source: International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)). 2016, Vol. 44 Issue 3, p93-128. 36p.
Subject Terms: *Educational leadership, *School principals, *Academic achievement, *Decision making, Confirmatory factor analysis
Geographic Terms: United States
Abstract: Large-scale efforts to improve student achievement have increasingly encouraged principals to use student data to inform their decision-making and change initiatives in schools. However, research on the nature and best practices of such data use remains very thin. The aim of this study was to develop an incipient theoretical model to understand school leaders' practices in the effective use of data to lead schools. The study, conducted in the state of Alabama in the USA, provides evidence to show that data-driven school leadership (DDSL) is an important feature of today's principalship. Scale analysis indicates a high reliability of the measure of our model. Confirmatory factor analysis was used to refine the model until a good fit was achieved. The refined model can be used to better understand and measure school leaders' DDSL and can be used to inform leadership preparation in this regard. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Large-scale efforts to improve student achievement have increasingly encouraged principals to use student data to inform their decision-making and change initiatives in schools. However, research on the nature and best practices of such data use remains very thin. The aim of this study was to develop an incipient theoretical model to understand school leaders' practices in the effective use of data to lead schools. The study, conducted in the state of Alabama in the USA, provides evidence to show that data-driven school leadership (DDSL) is an important feature of today's principalship. Scale analysis indicates a high reliability of the measure of our model. Confirmatory factor analysis was used to refine the model until a good fit was achieved. The refined model can be used to better understand and measure school leaders' DDSL and can be used to inform leadership preparation in this regard. [ABSTRACT FROM AUTHOR]
ISSN:13241702