The Need for a Broader Understanding of Data Under the Professional Standards for Educational Leaders - Research report

Oct 15, 2026

Study examines how educational administrators use data, how they perceive data, and what they expect regarding teachers’ data use in relation to the newly adopted Professional Standards for Educational Leaders (PSEL). Using interviews, focus groups, and document review, findings show data informs instructional leadership across four PSEL standards, while evidence is limited for cultural awareness, organizational culture and climate, and community awareness. Results support a broader view of data in decision-making beyond traditional instructional concerns.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Study purpose and context

Research question and methodology

Key findings and implications

Data as information in education

Data definitions and common limitations

Data use by school leaders

Instructional decision-making and accountability

The Need for a Broader Understanding of Data Under the Professional Standards for Educational Leaders Ed Bengtson University of Arkansas Kara Lasater University of Arkansas Waheeb Albiladi University of Arkansas The purpose of this study was to examine administrators’ use of data, their perceptions of data, and what their expectations were in terms of teacher use of data. In conjunction with this examination will be a closer look at the new Professional Standards for Educational Leaders (PSEL) to determine the connections as well as the disconnections to the way school leaders currently use data in their everyday practice and the standards ofpractice called for by the PSEL. A qualitative approach using interviews, focus groups, and document review was used to answer a question about the adequacy of current data-driven decision practices of school leaders in light of the new Professional Standards for Educational Leaders. Findings suggest that the participants in this study used data to inform their practice as it relates to the four PSEL standards focusing on instructional leadership. However, there was little evidence that administrators used data to inform their practice related to the other six PSEL standards related to cultural awareness, organizational culture and climate, and community awareness. As a result, we suggest that the new PSEL standards demand a broader view of data and its use in decision making. ICPEL Education Leadership Review, Vol. 21, No. 1– December, 2020 ISSN: 1532-0723 © 2020 International Council of Professors of Educational Leadership Data are defined in a variety of ways within the field of information science (Bates, 2005; Zins, 2007); however, it is perhaps best conceptualized as information that exists in the environment and is transformed into something meaningful, relevant, and useful for a specific, practical purpose (Davenport & Prusak, 1998). Despite this theoretically broad conceptualization of data, in practice educators often view data exclusively as statistical facts obtained from quantitative measurements – most often assessments of student learning (Farrell & Marsh, 2016) . But today’s school leaders can no longer afford to view data in this limited manner. According to the recently adopted Professional Standards for Educational Leaders (PSEL), school leaders must shift their focus beyond issues of curriculum and instruction. Now educational leaders must also attend to school and community culture, student and faculty well-being, cultural competence, and social justice. The extent to which administrators’ use of data can support fulfilling the broader responsibilities outlined by the PSEL is currently unknown. Thus, the purpose of this study is to examine administrators’ use of data in relation to the PSEL. This examination provides valuable insights to the field on how educational leaders might broaden their scope of data and its use as they are held accountable to new standards that reach beyond traditional instructional leadership concerns. Data Use by School Leaders Accountability for student learning drives the use of data for instructional decision-making purposes; therefore, the importance of using data to inform instruction and everyday decisions made in the classroom is well documented (Dunn, Airola, Lo, & Garrison, 2013; Marsh, Pane, & Hamilton, 2006; Schifter, Natarajan, Ketelhut, & Kirchgessner, 2014) . Often, this use is focused on student achievement data which is readily available through various standardized tests – most often mandated by the accountability policies and delivered as classroom and school performance reports. In addition, there is a plethora of recent literature that addresses data use by teachers and school leaders. Almost all of this literature explores the use of data for instructional purposes. As part of their instructional planning and decision making, administrators use test scores, graduation rates, and similar academic in

FAQs

What is the study’s main purpose regarding PSEL?

To examine administrators’ use of data in relation to the Professional Standards for Educational Leaders (PSEL) and clarify connections or gaps with everyday data use.

How did the study investigate administrators’ data practices?

It used a qualitative approach with interviews, focus groups, and document review to address the adequacy of current data-driven decision practices.

What did the findings suggest about data use across PSEL standards?

Participants used data to support instructional leadership tied to four PSEL standards, but there was little evidence of data use informing the other six PSEL standards, such as cultural awareness and community awareness.

Oct 15, 2026

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