Enabling Data-Based Decision Making in Education: A Systematic Review of Leadership, Culture, and Capacity Challenges
Keywords:
data-based decision making, educational leadership, data literacy, inclusive educationAbstract
Data-Based Decision Making (DBDM) has become an important strategy in modern education reform that emphasizes the use of empirical information to improve the quality of learning processes and outcomes. This literature reviews 30 international scientific articles that explore various aspects of DBDM implementation in schools, including the role of leadership, data team collaboration, instrument validity, information technology integration, and application in the context of inclusive education. Thematic analysis shows that the success of DBDM implementation is largely determined by the capacity of school leadership in building a data-driven culture, teachers' ability to interpret and use data, and systemic support through technology and ongoing training. Studies highlight the importance of transformational leadership and collaborative data team structures. Meanwhile, the development of instruments such as the has proven valid in measuring school readiness and capability to implement DBDM. The identified barriers include limited data literacy, inadequate infrastructure, and cultural resistance to evaluative practices. Thus, this literature confirms that DBDM requires comprehensive support in terms of policy, resources, and strengthening individual capacity to be implemented sustainably and have an impact on improving the quality of education.
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