The Impact of Principal Data Literacy Actions on Teacher Data-Based Decision Making in High-Poverty Schools: A Convergent Mixed Method with Thematic Analysis of Alabama High Flyer Schools

Abstract

This mixed methods convergent case study explored the organizational structures, principal actions, and professional development practices that support teachers' use of data-based decision-making practices. The study filled a gap in the research focused on the impact of principal leadership in teaching practices. Due to the increasing emphasis on data-driven instruction in K–12 education, researchers needed to identify specific principal actions that influence teacher data literacy and instructional decision-making.

Quantitative data were collected through surveys measuring teachers' self-reported data use practices and perceptions of principal support. The principal's perspective on both their and teachers' practices and perceptions of data use practices were also collected through the surveys. Qualitative data were gathered through semi-structured interviews with principals and teachers, focusing on the beliefs about data use, how data is used, and the influences of principals in data-based decision-making practices. A thematic analysis was conducted to identify key themes and relationships between principal actions and changes in teacher practices.

Findings indicated that consistent principal involvement in data discussions, the establishment of structured collaboration routines, and targeted professional learning opportunities were associated with higher levels of teacher data use and instructional responsiveness. Additionally, schools with clear, supportive data-use policies demonstrated powerful student outcomes through student ownership and self-advocacy. The results suggested that specific leadership behaviors and organizational supports are critical in fostering effective, sustainable, data-driven instruction.

This study contributed to the existing literature by identifying practical actions principals can implement to enhance teacher data literacy practices. A product of the study is a professional development framework to guide principals in deepening their data literacy skills while fostering higher levels of data-based decision-making in teachers.