Degree Date
9-19-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Frederick Dressen
Abstract
Effective data use informs next steps in student learning and drives school improvement and systemic change, making it a critical factor in school success. Principals play a critical role in creating the conditions necessary for data use to thrive (Park & Datnow, 2009; Keuning et al., 2017; Schildkamp et al., 2019; DuFour et al., 2016; Albiladi et al., 2020). This study explored how elementary school principals describe and perceive effective data use within the context of their instructional leadership, and how these perceptions are shaped by personal beliefs, past experiences, and the educational contexts in which they lead.
This qualitative study involved semi-structured interviews with eight principals from suburban elementary schools. Five themes emerged: (a) data-informed action; (b) humanizing data; (c) equity as a driving force behind data use; (d) fostering relationships, vulnerability, and trust; and (e) growing a collaborative culture. Principals described taking action as a central component of effective data use, as well as creating a collaborative culture grounded in trust and vulnerability. Their descriptions and perceptions were shaped by core beliefs, lived experiences, and individual identities.
The insights gained from this study can support district leaders in strengthening principal data literacy and aligning systems to promote effective data practices. Recommendations include addressing both the technical and adaptive components of data leadership, expanding the types of data incorporated into district improvement efforts, and establishing a coherent system of supports for data use. Further research should examine teachers’ descriptions and perceptions of effective data use, and investigate the impact of data use on student learning.