| It is an important trend of education development at home and abroad to emphasize the use of data and evidence-driven in education reform and school improvement,and to pay attention to the performance and ability of principal data leadership.Existing studies have examined the contents of principal data leadership from many aspects under the topics of data-driven decision-making,data-driven leadership and data-informed leadership,but there are still some ambiguous problems in the understanding of the conceptual framework of principal data leadership.This study tries to make up for this deficiency on the basis of reviewing the literature of the past 20 years in the west.It is of certain value to the research and practice of principal data leadership in the initial stage of our country.Under the goal of clarifying the conceptual framework of principal data leadership,the research focuses on four questions: 1.What is principal data leadership? 2.What are the factors influencing the formation of principal data leadership? 3.What are the factors that promote or hinder the impact of principals' data leadership? 4.What impact does the principal data leadership have on students? To focus on these problems,this study used Systematic Literature Review to sort out 2685 literatures about the data leadership of principals in Scopus database in the past 20 years.Based on the inclusion criteria,48 core literatures were obtained after three rounds of evaluation,and NVIVO12.0 software was used for in-depth analysis of the included literatures.According to the basic connotation,the research shows that the principal's data leadership is a process of improving the leadership behavior of "building vision,providing personalized support,carrying out distributed leadership,intellectual stimulation and creating data culture" around the use of data based on the basic idea of scientific humanism proposed in response to the needs of The Times and policies.Because before forming,the study found that the district level(expectations,objectives,and the people,culture,professional development,autonomy,and time),the principal(data quality,professional knowledge,interpersonal skills,self-efficacy and attitude)and data(timeliness,availability and data system)for a total of 16 variables,affects the data leading to the formation of the principal.In terms of moderating and mediating factors,the research shows that 9 variables in total,the characteristics of principals(experience and educational background)and school characteristics(socio-economicstatus,size,level,culture,professional development,etc.),affect the performance of principal data leadership effect.In terms of the influence effect,the existing studies reveal the indirect,multi-directional and conditional effects of the data leadership of principals on students.According to the research,we should understand the concept of principal data leadership from four aspects: the basic connotation,the ante-cause,the mediating and moderating factors and the influencing effect.This conceptual framework can guide research as well as express practice.The conceptual framework of systematization emphasizes two aspects: one is the core position of the use of school data,the other is the feedback effect of students' academic achievements on the data leadership of principals.This paper has enriched people's understanding of principal data leadership theory from at least four aspects,namely the connotation of "data",leadership concept,leadership behavior and leadership mode.Based on the evidence of empirical research,this paper puts forward four Suggestions for principals to consider: first,they should re-understand and make proper use of data in schools;second,they should pursue scientific and transparent leadership;third,they should realize distributed leadership based on data;fourth,they should create a reflective and conversational organizational learning culture. |
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