The effects of transformational leadership on teachers’ data use
Data-driven decision making has become increasingly important in education in Germany and in many other countries around the world. Teachers are expected to interpret and employ data to improve their instructional decisions and schooling in general. It has been argued that transformational leadership in schools leads to teachers making an additional effort and commitment to change. In this study we examine teachers’ data use and the effects of school principals’ transformational leadership behavior on their teachers’ data use. We based our findings on data from the project Evidence-based actions within the multilevel system of schools – requirements, processes, and effects (EviS) involving 1,387 teachers from 124 schools in Germany. Results of structural equation modeling indicate that transformational leadership has a highly significant positive effect on teachers’ various uses of data. Implications for research and practice are discussed.
Transformational leadership; Data use; Structural equation modeling
Copyright Waxmann 2009-2018 - Imprint
Journal for Educational Research Online/Journal für Bildungsforschung Online (ISSN 1866-6671)