Date of Conferral
1-24-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Felicia Blacher-Wilson
Abstract
In the United States, a critical issue in contemporary education is the role of elementary school administrators in promoting data-driven instructional strategies to improve educational outcomes in the elementary classroom. The purpose of this basic qualitative study was to explore elementary school administrators’ perceptions of their roles in helping teachers utilize data in the facilitation of instruction in the classroom. The conceptual framework guiding this study was the leadership for learning theory. For this basic qualitative design, purposeful sampling resulted in semistructured interviews with 10 elementary school administrators from three elementary schools within a district in an Eastern County and whose experience ranged from 3 to 12 years using their personal email. Data analysis involved thematic coding in identifying patterns and insights, which revealed the following seven themes: administrator support for effective data utilization, clear alignment of data with instructional objectives, balancing diverse data needs and instructional priorities, teacher professional development and instructional support systems, administrator perceptions of effective data-driven practices, consistent alignment between educational policy and practice application, and collaborative teacher efforts for implementing data-driven instruction. The results indicated that while some administrators see data as valuable, they prioritize its use in adaptable, context-sensitive ways that allow for teacher discretion and a holistic approach to student needs. These results may promote social change as administrator support of teacher discretion and a holistic approach to student needs. These results may promote social change as administrator support of teachers could ultimately benefit student success and improve instruction by enabling them to better understand and address their students’ progress.
Recommended Citation
Pruett, Aisha L., "Administrators' Perceptions of Their Roles in Facilitating Data-Driven Classroom Instruction in Elementary Schools" (2025). Walden Dissertations and Doctoral Studies. 17230.
https://scholarworks.waldenu.edu/dissertations/17230
