Data Literacy Perceptions and Experiences Among K-12 District Leaders
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Authors
Odukoya, Odukoya
Issue Date
2026-02
Type
Dissertation
Language
en
Keywords
data literacy , data-driven decision making , learning analytics , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
The problem addressed in this study is that K-12 district leaders face a deficiency in data literacy training, limiting their ability to effectively utilize learning analytics within their data-driven decision-making practices. The purpose of this qualitative case study was to explore how K-12 school district leaders leverage learning analytics tools and demonstrate data literacy competencies when planning and executing educational improvement initiatives. The theoretical frameworks for this study were the generic framework for learning analytics and the data literacy framework. A qualitative case study design was used. The target population for this qualitative case study was K-12 leaders serving at the central office level in a large, urban, public school district in Washington, District of Columbia. Semi-structured interviews were conducted with nine participants, and documents were collected. The data were codified, categorized, and analyzed inductively via NVivo software and manual review to compare, contrast, and synthesize perspectives and identify themes regarding participants’ use of data. The results suggested that translating data into actionable strategies is central to how district leaders leverage learning analytics. Leaders also emphasized aligning data with strategic goals while navigating challenges such as limited infrastructure, competing priorities, and gaps in professional development. These findings contributed to practice by underscoring the need for organizational support and professional learning to enable sustainable, equity-driven data use.