Changes in Educational Leadership During A Data-Based Decision Making Intervention

Abstract

School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership

The relationship between distributed leadership and teacher well-being: The mediating roles of organisational trust

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Relationships in distributed leadership, inquiry-based working, and realizing educational change in Dutch primary education: teachers’ and their school leader’s perceptions

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