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
Original language | English |
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Pages (from-to) | 1-20 |
Number of pages | 20 |
Journal | Leadership and policy in schools |
Early online date | 27 Jul 2018 |
DOIs | |
Publication status | E-pub ahead of print/First online - 27 Jul 2018 |
Keywords
- UT-Hybrid-D