Data-based decision-making practices in secondary schools of North Gondar, Ethiopia

Gebremedhin Fitsumbirhan,Aster Asrat,Asrat Dagnew Kelkay

doi:10.18844/gjgc.v10i1.4564

Gebremedhin Fitsumbirhan, Aster Asrat + Show 1 more

Open Access

https://doi.org/10.18844/gjgc.v10i1.4564

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Abstract

The main purpose of this study was to examine data-based decision-making practices in secondary schools of North Gondar. Descriptive design was employed in the study. Data were collected from 14 principals, 28 vice principals and 78 department heads through a questionnaire which contained closed and open-ended items and from document analysis. Regarding the sampling of participants, systematic sampling was used for selecting the sample districts; principals and vice principals were selected using comprehensive sampling and purposive sampling were used to select the department heads. The result of the analysis shows that the secondary schools under study had varieties of decision areas and data available for their decisions but they did not use such data available properly to address the decision areas specified. From this, it was possible to conclude that the data-based decision-making in secondary schools was not practiced as expected and it was highly affected by a host of factors like poor scientific methods of data collection, lack of data analysis practices using different techniques and poor data storage and retrieval systems in secondary schools. It is, therefore, recommended that training in skill and awareness development on data-based decision-making should be provided to school teachers in the area.  Keywords: Data-based, decision-making, practice and secondary school.

Highlights

Regardless of the type of decisions and the degree of involvement, we all spend our lives by making decisions wherein some are good while others may be bad decisions, depending on the way we understand and handle the decisional issues and the environmental context and its pressure
Data-based decision-making has opened a new world of opportunities for schools and districts to provide professional educators, students and parents access to large amount of information
8 (57.1%) principals, 17 (60.7%) vice principals and 39 (50%) department heads were aged between 31 and–40 years

Summary

Introduction

Regardless of the type of decisions and the degree of involvement, we all spend our lives by making decisions wherein some are good while others may be bad decisions, depending on the way we understand and handle the decisional issues and the environmental context and its pressure. The success of school improvement efforts as Bernhardt (1998) stated, decision depends on the extent to which principals make or lead decisions based on relevant data. Data-based decision-making has opened a new world of opportunities for schools and districts to provide professional educators, students and parents access to large amount of information. According to Messelt (2015), today, schools can enable key decision-makers with data and information to facilitate more informed decision-making; and thereby boost the overall school performance and improve students’ achievement. It can be said that it is based on the appropriate data and the data-based decision that a student’s achievement and school performances can be improved.

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Conclusion