ABSTRACT Data‐driven decision‐making has become increasingly important for improving school processes and strengthening instructional and managerial practices. Despite the growing emphasis on data use in education, little is known about how schools and teachers operationalise data in their daily decision‐making processes. This study examined the implementation of data‐driven decision‐making at both the school and classroom levels, as well as the associated challenges. The study involved 12 teachers and 13 school principals in Turkey, selected through snowball sampling, and collected data through semi‐structured interviews, analysed using content analysis. The study reveals that school participants struggle with data analysis due to time constraints, lack of data literacy skills, and lack of stakeholder support. The research recommends coordination with senior management units and stakeholder cooperation to acquire necessary knowledge and skills for data use, emphasising the importance of effective data management.
Kızılkaya et al. (Wed,) studied this question.