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Investigating the Role of Data-Driven Decision-Making Within School Improvement Processes

Investigating the Role of Data-Driven Decision-Making Within School Improvement Processes
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Author(s): Venesser Fernandes (Monash University, Australia)
Copyright: 2019
Pages: 19
Source title: Evidence-Based Initiatives for Organizational Change and Development
Source Author(s)/Editor(s): Robert G. Hamlin (University of Wolverhampton, UK), Andrea D. Ellinger (The University of Texas at Tyler, USA) and Jenni Jones (University of Wolverhampton, UK)
DOI: 10.4018/978-1-5225-6155-2.ch010

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Abstract

This chapter provides a detailed literature review exploring the importance of data-driven decision-making processes in current Australian school improvement processes within a context of evidence-based organizational change and development. An investigation into the concept of decision-making and its effect on organizational culture is conducted as change and development are considered to be the new constants in the current discourse around continuous school improvement in schools. In a close examination of literature, this chapter investigates how key factors such as collaboration, communication, and organizational trust are achieved through data-driven decision-making within continuous school improvement processes. The critical role of leadership in sustaining data cultures is also examined for its direct impact on continuous school improvement processes based on evidence-based organizational change and development practices. Future implications of data-driven decision-making to sustain continuous school improvement and accountability processes in Australian schools are discussed.

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