Relationships among principals' beliefs about data-driven decision making, principal and school characteristics, and student achievement in elementary schools.

摘要

The role of the elementary school principal has changed as a result of increased accountability requirements, and principals have embraced data-decision making in order to make more informed decisions regarding student achievement. Much of the available research regarding the use of data-driven decision making has addressed its use by teachers to improve instruction. Less research focuses on its use by principals to effect student achievement. The purpose of the study was to examine the relationships among principal characteristics and school demographics, principals' beliefs about the use of data-driven decision making, and student achievement. Specifically the intent of the dissertation was to determine the mediating effects of data-driven decision making on student achievement.;This census study addressed principals at public elementary schools within the state of Florida. The quantitative study utilized a web-based survey of principal beliefs about data-driven decision making. The student achievement data examined through the study utilized 2008 FCAT and NRT tests for Florida elementary schools. A series of multiple regression analyses were conducted to determine the relationship between the antecedent, outcome, and proposed meditational variables. Results showed that the principals' beliefs regarding the use of data-driven decision making do not act as a mediator for student achievement.;The results of the study indicated that principals' in Florida elementary schools believe in the use of data-driven decision making within their schools, and they believe that the quality of the decision making within their schools has improved through its use. The results of the factor analysis indicated that four key constructs were present in Florida schools; beliefs regarding the use of data-driven decision making by teachers to affect student achievement, beliefs regarding data-driven cultures, beliefs regarding the systems that incorporate data-driven decision making, and beliefs regarding collaboration among teachers using data-driven decision making. A strong negative correlation was found between the number of students on free and reduced lunch and student achievement.