School Leaders’ Practices in Data-Based Planning for School Improvement

Nani Hartini; Widaningsih; Siti Nurlatifah; Irvan Gunawan

doi:10.29240/jsmp.v10i2.17923

Authors

Nani Hartini Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0009-0002-4517-3696
Widaningsih Universitas Airlangga, Indonesia https://orcid.org/0009-0008-2551-5007
Siti Nurlatifah Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0000-0002-7209-5796
Irvan Gunawan Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0009-0001-9012-4327

DOI:

https://doi.org/10.29240/jsmp.v10i2.17923

Keywords:

Data-Based Planning, School Leadership, Data Literacy, Evidence-Informed Decision-Making, School Improvement

Abstract

This study examines school leaders’ reported practices in Data-Based Planning (DBP) for school improvement in West Java, Indonesia. A cross-sectional descriptive quantitative survey involved 329 respondents selected through purposive sampling based on their involvement in school leadership, management, or planning. Data were collected using a 50-item questionnaire and analyzed using frequencies, percentages, means, standard deviations, composite scores, and Cronbach’s alpha. The instrument demonstrated high internal consistency (α = 0.971). The overall DBP composite mean was 4.31 (SD = 0.44), with 99.40% of respondents classified in the high or very high categories. Leadership commitment, stakeholder participation and collaboration, and reflection and root-cause analysis were the strongest dimensions. Data literacy and analytical capability represented a relative area for further development. Although implementation barriers were generally reported infrequently (M = 2.41), insufficient training and mentoring, limited time, and human-resource constraints remained the most prominent obstacles. The findings highlight the importance of strengthening analytical capacity through sustained professional support, structured collaboration, and adequate time for data-based planning. Given the cross-sectional design and reliance on self-reported practices, the results describe reported implementation rather than demonstrating causal effects or measurable improvements in school performance.

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