Publication: Okul yöneticilerinin veri okuryazarlığı düzeyleri ve veriye dayalı karar verme deneyimleri : karma yöntem araştırması
Abstract
21. Yüzyıl becerileri arasında olan veri okuryazarlığı, verilerden anlamlı ve eyleme dönüştürülebilir bilgeye ulaşma becerisi olarak tanımlanmaktadır. Eğitim bağlamında veriye dayalı karar verme ise eğitimcilerin ve okul yöneticilerinin öğrenci başarısı, öğretim teknikleri ve eğitim politikalarına ilişkin bilinçli ve etkili seçimler yapmak için veri kullanımını merkeze aldığı bir karar verme yaklaşımıdır. Son yıllarda eğitim örgütlerini iyileştirme çabalarıyla birlikte eğitimde veri kullanımına ve veriye dayalı karar verme uygulamalarının arttığına tanık olunmaktadır. Eğitimde alınacak kararların ya da uygulanacak politikaların etkileyeceği kitle göz önünde bulundurulduğunda kararlar sadece sezgisel verilemeyecek kadar önemlidir. Bu doğrultuda; bu araştırmanın amacı okul yöneticilerinin veri okuryazarlığı düzeyini belirlemek ve eğitimde veriye dayalı karar verme deneyimlerini ortaya çıkarmaktır. Araştırma iki aşamalı olarak planlanmış, nitel ve nicel araştırma verilerinin birlikte kullanıldığı karma yöntem kullanılmıştır. Nicel aşamasında Öz ve Özdemir (2022) tarafından geliştirilen “Eğitimciler için Veri Okuryazarlığı Ölçeği” aracılığıyla, İstanbul ilinde Millî Eğitim Bakanlığı’na bağlı okul öncesi, ilkokul, ortaokul ve liselerde görev yapan okul yöneticilerinin veri okuryazarlığı ve veri okuryazarlığına ilişkin öz yeterlilik, deneyim, tutum düzeylerini belirlemek amaçlanmaktadır. Araştırmanın nitel aşamasında ise araştırmacı tarafından hazırlanmış olan yarı yapılandırılmış görüşme formu aracılığıyla okul yöneticilerinin eğitimde veriye dayalı karar verme deneyimlerini keşfetmek amaçlanmıştır. Araştırmanın nicel boyutu için tabakalı örneklem tekniği kullanılmış ve İstanbul’un 10 ilçesinde görev yapan 358 okul yöneticisinden nicel veriler toplanmıştır. Nitel boyut için maksimum çeşitlilik örnekleme tekniği ile belirlenen 19 okul yöneticisi ile yüz yüze ve çevrimiçi formlar yoluyla nitel veriler toplanmıştır. Araştırmanın nicel aşamasından elde edilen bulgular, okul yöneticilerinin veri okuryazarlığı düzeylerinin “yüksek”, öz yeterlilik ve tutum düzeylerinin “çok yüksek”, veriye dayalı uygulamaya dönük deneyim düzeylerinin “orta düzey sınırında yüksek” düzey aralığında olduğunu göstermiştir. Araştırmanın nitel aşamasından elde edilen bulgu, okul yöneticilerinin veriye dayalı karar verme eylemini çoğunlukla mevcut verileri inceleyip karar vermek olarak değerlendirdikleri, eğitimde kullanılan veri türlerinden daha çok öğrencilerin akademik başarılarına ilişkin verileri dikkate aldıkları ve veriye dayalı karar verme deneyimi olarak da bu verileri dikkate alarak çoğunlukla telafi eğitimleri planladıkları gözlenmiştir.
Being among 21st century skills, data literacy is defined as the ability to access meaningful and actionable information from data. In the context of education, data-driven decision-making is a decision-making approach in which educators and school administrators place data at the center in order to make informed and effective choices in regards to student achievement, teaching techniques and educational policies. Recent years have witnessed an increase in the use of data and data-driven decision-making practices in education with efforts to improve educational organisations. Considering the mass that will be affected by the decisions or policies to be implemented in education, decisions are too important to be made only intuitively. Accordingly, the aim of this study is to determine the level of data literacy of school administrators and to reveal their experiences of data-driven decision-making in education. The research was planned in two stages and mixed methods were used in which qualitative and quantitative research data were used together. In the quantitative phase of the study, it is aimed to determine the self-efficacy, experience and attitude levels of school administrators working in pre-schools, primary schools, secondary schools and high schools affiliated to the Ministry of National Education in Istanbul province regarding data literacy and data literacy through the Data Literacy Scale for Educators developed by Öz and Özdemir (2022). In the qualitative phase of the research, it was aimed to explore the school administrators' experiences of data-driven decision-making in education through a semi-structured interview form prepared by the researcher. Stratified sampling technique was used for the quantitative aspect of the study and quantitative data were collected from 358 school administrators working in 10 districts of Istanbul. For the qualitative aspect, qualitative data were collected through face-to-face and online forms with 19 school administrators determined via maximum diversity sampling technique. The findings obtained from the quantitative phase of the study showed that school administrators' data literacy levels were high, their self-efficacy and attitude levels were very high, and their experience levels for data-driven practice were in the range of moderate to high. The finding obtained from the qualitative phase of the research shows that school administrators mostly consider data-driven decision-making as examining the available data and making decisions, take into account the data related to students' academic achievement more than the types of data used in education, and as data-driven decision-making experiences, they mostly plan compensatory trainings by taking these data into consideration.
Being among 21st century skills, data literacy is defined as the ability to access meaningful and actionable information from data. In the context of education, data-driven decision-making is a decision-making approach in which educators and school administrators place data at the center in order to make informed and effective choices in regards to student achievement, teaching techniques and educational policies. Recent years have witnessed an increase in the use of data and data-driven decision-making practices in education with efforts to improve educational organisations. Considering the mass that will be affected by the decisions or policies to be implemented in education, decisions are too important to be made only intuitively. Accordingly, the aim of this study is to determine the level of data literacy of school administrators and to reveal their experiences of data-driven decision-making in education. The research was planned in two stages and mixed methods were used in which qualitative and quantitative research data were used together. In the quantitative phase of the study, it is aimed to determine the self-efficacy, experience and attitude levels of school administrators working in pre-schools, primary schools, secondary schools and high schools affiliated to the Ministry of National Education in Istanbul province regarding data literacy and data literacy through the Data Literacy Scale for Educators developed by Öz and Özdemir (2022). In the qualitative phase of the research, it was aimed to explore the school administrators' experiences of data-driven decision-making in education through a semi-structured interview form prepared by the researcher. Stratified sampling technique was used for the quantitative aspect of the study and quantitative data were collected from 358 school administrators working in 10 districts of Istanbul. For the qualitative aspect, qualitative data were collected through face-to-face and online forms with 19 school administrators determined via maximum diversity sampling technique. The findings obtained from the quantitative phase of the study showed that school administrators' data literacy levels were high, their self-efficacy and attitude levels were very high, and their experience levels for data-driven practice were in the range of moderate to high. The finding obtained from the qualitative phase of the research shows that school administrators mostly consider data-driven decision-making as examining the available data and making decisions, take into account the data related to students' academic achievement more than the types of data used in education, and as data-driven decision-making experiences, they mostly plan compensatory trainings by taking these data into consideration.