Data-Driven Decision Making

Principals’ Strategies for Improving Students’ Academic Achievement

Abstract

This study explores how principals implement data-driven decision-making
(DDDM) strategies to improve students’ academic success. Quantitative data were
collected from 45 Principals of western Dzongkhags (Thimphu, Paro,
Wangdiphodrang and Punakha) and 4 Principals were purposively selected for a
semi-structured interview. Both quantitative and qualitative data findings reveal
that principals actively use diverse data sources, primarily standardized test scores
and student feedback, to inform targeted interventions. While there is a strong belief
in the positive impact of DDDM on overall academic performance, challenges persist,
particularly in addressing achievement gaps and ensuring equity in data use. Some
of the impediments to a successful implementation of DDDM include insufficient
training in data literacy and logistical constraints like limited time and resources.
Qualitative insights highlight innovative strategies, such as award ceremonies, to
foster a positive school culture and enhance collaboration. However, challenges
remain in establishing a consistent data-driven culture among staff, which is crucial
for the sustainability of DDDM practices. Overall, this study underscores the
importance of comprehensive data use while addressing cultural and training
barriers to optimize student outcomes.