A study of data-driven decision making applies for principals' visionary leadership in elementary school - take Taipei county as an example

• Main Authors: Shao-Bin Chen, 陳紹賓
• Other Authors: Jin-Da Zeng
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/74623977367331398667

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === The purpose of this study is to look into the workable strategies of data-driven decision making that applies for principals' visionary leadership of elementary school in Taipei county. Researchers studied the theory and relevant studies of visionary leadership and data-driven decision making in order to design a semi-structured in-depth interview outline. The interviewees are 4 principals of elementary school in Taipei county who had used data-driven decision making to implement visionary leadership. After interview, researcher organized a Delphi questionnaire and carried out 2 rounds of questionnaire based on data analysis and primary interview. The Delphi expert team was made up from 16 principals of elementary school from Taipei county. According to literature review, interview data analysis and Delphi questionnaire analysis, the results are summarized as follows: 1. Principals apply data-driven decision making to carry out relevant data collection and analysis in order to assist school members to develope a suitable school vision. 2. There are two important strategies for principals to apply data-driven decision making for vision communication, one is to coordinate different expectation from school members and find common consensus based on data collecting and analysis of school history, current situation and school member's opinion. The other one is to integrate information of vision participation and enhance school members' support via report. 3. There are two important strategies for principals to apply data-driven decision making to transform school vision, one is to integrate school vision, school administration plan and school affairs evaluation in order to make vision turn into practical school administration. The other one is to plan curriculum for teachers based on students' learning status and learning effects. 4. The important strategy for principals using data-driven decision making to practice the school vision is collecting, analyzing and integrating all useful information to efficiently support each practice activity. 5. There are three important strategies for principals apply data-driven decision making to evaluate and modify school vision, one is through school history data, education trend and policy to evaluate if school vision is suitable for school. Another is to review if school vision, relevant strategy and action plan need to be modified via evaluation feedback results of visionary executive plan. The other one is to encourage school members to provide complete information through research to review school vision, relevant strategy and executive action plan. 6. The application of data-driven decision making can help principals make suitable decisions during the visionary leadership process. It also can enhance and benefit the efficiency of principals' visionary leadership. According to above conclusions, the researcher raised suggestion for education administration, principals of elementary school and future researchers in order to provide essential reference.