We Are Left Alone: Challenges of Data Use in Schools With Regard to Data-Based Decision-Making Steps

Kızılkaya E., Konaklı T.

European Journal of Education, cilt.61, sa.1, ss.1-11, 2026 (Hakemli Dergi)

Özet

Data-driven decision-making has become increasingly important for improving school processes and strengthening instruc-tional and managerial practices. Despite the growing emphasis on data use in education, little is known about how schools andteachers operationalise data in their daily decision-making processes. This study examined the implementation of data-drivendecision-making at both the school and classroom levels, as well as the associated challenges. The study involved 12 teachers and13 school principals in Turkey, selected through snowball sampling, and collected data through semi-structured interviews, an-alysed using content analysis. The study reveals that school participants struggle with data analysis due to time constraints, lackof data literacy skills, and lack of stakeholder support. The research recommends coordination with senior management unitsand stakeholder cooperation to acquire necessary knowledge and skills for data use, emphasising the importance of effectivedata managemen