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<p>Data-based decision-making is viewed as a&#xa0;key strategy to improve educational quality at schools in socially challenging areas. School leaders play an important role in coordinating and implementing data-based decision-making. To date, however, there are hardly any studies on how to adequately support school leaders in doing so. Therefore, the present study investigates the effects of a&#xa0;school-network-based professional development aimed to foster school leaders’ data use, perceived data use culture and motivation (i.e., interest, enthusiasm). The analysis presented here stems from a&#xa0;pre-post-control field trial, using questionnaire data collected from an intervention group (<i>N</i><sub><i>IG</i></sub> = 32) and a&#xa0;control group (<i>N</i><sub><i>KG</i></sub> <i>=</i> 32), which was selected via propensity score matching. Results from linear mixed effects models suggest positive and significant intervention effects for school leaders’ data use and their enthusiasm for using data but no significant effects on perceived data use culture nor their topic interest in data-based decision-making. The individual and contextual school capacities assessed at pretest do not moderate the interventions’ effectiveness. We discuss the results with regard to designing and implementing effective data use interventions for school leaders to support educational quality improvement at schools in socially challenging areas.</p>

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Netzwerkgestützte Professionalisierung von Schulleitungsmitgliedern für die datengestützte Qualitätsentwicklung an Schulen in herausfordernden Lagen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月9日

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  • Patrick Hawlitschek,
  • Karina Karst,
  • Sofie Henschel,
  • Ulrike Rangel

摘要

Data-based decision-making is viewed as a key strategy to improve educational quality at schools in socially challenging areas. School leaders play an important role in coordinating and implementing data-based decision-making. To date, however, there are hardly any studies on how to adequately support school leaders in doing so. Therefore, the present study investigates the effects of a school-network-based professional development aimed to foster school leaders’ data use, perceived data use culture and motivation (i.e., interest, enthusiasm). The analysis presented here stems from a pre-post-control field trial, using questionnaire data collected from an intervention group (NIG = 32) and a control group (NKG = 32), which was selected via propensity score matching. Results from linear mixed effects models suggest positive and significant intervention effects for school leaders’ data use and their enthusiasm for using data but no significant effects on perceived data use culture nor their topic interest in data-based decision-making. The individual and contextual school capacities assessed at pretest do not moderate the interventions’ effectiveness. We discuss the results with regard to designing and implementing effective data use interventions for school leaders to support educational quality improvement at schools in socially challenging areas.