Examining school leaders’ perceptions of school readiness for data-driven leadership in the UAE: A mixed-methods approach

A growing demand for data-driven leadership (DDL) has emerged in the United Arab Emirates (UAE). Despite the use of implementation frameworks to guide DDL implementation, there is a lack of application of this concept in the context of UAE schools. This study aims to evaluate the readiness of public schools in the Western region, specifically cycle two and three, for DDL implementation. Using an exploratory sequential mixed-methods design based on the active implementation framework (AIF) drivers, the researcher conducted a qualitative scoping review of sixty-three literature sources and a quantitative survey of sixteen school principals from nineteen schools, selected through simple random sampling. Descriptive analysis and thematic analysis were performed to analyze the collected data. Findings suggest that organizational drivers receive greater emphasis in DDL readiness compared to competency drivers among school principals. However, the overall readiness for DDL remains uncertain, with ratings for this driver falling between the highest and middle-scoring categories. The school principals have identified competency, organizational, and technical leadership as essential drivers for successful DDL implementation in their schools. Further research is recommended to examine the role of adaptive leadership in DDL implementation. Overall, this study offers valuable insights into DDL implementation in Western region public schools and underscores the significance of AIF drivers in achieving successful DDL implementation.