Readiness for Data-Driven Decision Making in Education in Ghana

Abstract

The study examined the technological readiness of school district educational administrators in Ghana to carry out data-based decisions for school improvement. A descriptive study was conducted to gather data from the study population (n=169) comprised of district education directors. Random sampling technique was used to select 120 participants. Data collected were analysed using Data Use Continuum and means and standard deviations. The findings showed that data-based decision making for school improvement is not pervasive in the school districts. There is limited use of data and these data cover only a small fraction of school activities and student performance. Also, the respondents indicated that there is more room for improvement in their technological readiness, in terms of both trained personnel and equipment, to embark on system-wide data-based decisions. Policy recommendations included the training of personnel in the utilization of data for decision making.