Data literacy of principals in K–12 school contexts: A systematic review

Abstract

This systematic review aims to clarify the concept of principals' data literacy and its various components. After examining 56 empirical studies, we have defined principals' data literacy and identified 63 specific indicators, organized into seven dimensions. Our findings highlight the complex tasks and responsibilities principals undertake to effectively lead with data. Although some data-related activities overlap between principals and teachers, the nature, scope, and purposes of data use differ between these roles. While teachers’ data literacy focuses on hands-on data creation, collection, and analysis, principals' data literacy revolves around leading their school communities and beyond. We argue that three of the seven dimensions—Dimension 3 (“Data use for fostering a data-driven culture”), Dimension 4 (“Data use for school improvement”), and Dimension 5 (“Data use for informing own practices”)—are particularly relevant to school leaders, thereby distinguishing principals' data literacy from that of teachers. We conclude by suggesting several practical implications based on our review, which could benefit the professional development of both school leaders and teachers at various career stages. • A formal definition of principals' data literacy is presented. • A conceptual framework of principals' data literacy is proposed, with 63 indicators and 7 dimensions. • This review offers critical insights of how the data literacy of principals differs from that of teachers.

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