Data-driven decision-making in schools

The aim of this study is to measure the perceptions of teachers and administrators towards data-driven decision making in schools. The research, which was conducted with the participation of 392 teachers and administrators working at different school levels in the central districts of Van (Edremit, İpekyolu, Tusba) in the 2020-2021 academic year, was designed in the survey model, one of the quantitative research methods. Data-Driven Decision-Making in Schools (DDDM-S) Scale, which was developed to collect data within the scope of the research, was used. The DDDM-S Scale is a measurement tool with a 3-factor, 23-item structure obtained from EFA and CFA results, which is reliable and has proof of validity. In the analysis of data; descriptive statistics, t-test and one-way analysis of variance (ANOVA) techniques were used. The results are as follows: While the perception levels of the participants towards data collection and storage, data-driven culture and data-driven decision-making in their schools are in the medium-high range, it is moderate in the analysis and interpretation of data; in the dimension of collecting and storing data in schools, participants with a seniority of 4-6 years collect and store data more than those with a seniority of 10 years or more; in terms of the school level variable, the data analysis and interpretation and the data-driven culture dimensions were found to be more negative for the participants working at the high school level, while the general perceptions towards data-driven decision making in schools were more positive at the primary school level; when the educational status variable is examined, it has been determined that undergraduate participants have more positive perceptions about the data collection and storage and data-driven culture dimensions and overall DDDM-S scale.