The study aimed to assess the impact of educational management practices on data-driven decision-making among school administrators in Florida, USA, towards a sustainable framework. The study employed a descriptive correlational research design to investigate the significant relationship between the extent of educational management practices and the level of data-driven decision making among school administrators. The researcher utilized a modified instrument. The study used one hundred sixty (160) teacher respondents and thirty (30) school administrator respondents using the purposive sampling technique. A total of one hundred ninety (190) respondents. The findings revealed that leadership, decision-making, resource management, curriculum and instruction monitoring, staff development and professional growth, communication, and stakeholder involvement are all areas where school administrators excel in educational management. Also, school administrators' educational management practices are evaluated significantly differently than teachers' in terms of leadership and decision-making, resource allocation and management, curriculum and instruction supervision, staff development and professional growth, and communication and stakeholder engagement. Moreover, school administrators are highly engaged in data-driven decision-making. They are skilled in collecting and making data accessible, using data for planning and goal-setting, analyzing and interpreting data, making decisions about instruction and operations based on data, and managing data through technology. School administrators and teachers differ on data collection and accessibility, use of data for planning and goal setting, data analysis and interpretation skills, data-informed instructional and operational decisions, and use of technology for data management. Further, school administrators' instructional management techniques are strongly associated with data-driven decision-making. As an outcome of the findings and the conclusions, the following recommendations were enumerated: School administrators may encourage transparency and foster an environment where educators and staff feel comfortable using data in decision-making processes; School administrators may ensure the school has reliable and accessible data management tools that facilitate timely data collection, analysis, and reporting; Teachers may participate actively in professional development sessions focused on data collection, analysis, and interpretation to enhance your capacity to utilize data effectively in instructional planning; and Students may develop skills to understand and interpret data presented in reports, graphs, and assessments to better recognize their academic strengths and areas for improvement.
Javier et al. (Mon,) studied this question.