Data-Informed Decision Making: How School Administrators Use Analytics for Resource Allocation and Policy

The growing availability of educational data and digital technologies has transformed the way school administrators plan, manage, and evaluate educational activities. In contemporary school systems, data-informed decision making (DIDM) has become an essential leadership approach that enables administrators to utilise evidence from student performance records, attendance data, financial reports, enrolment statistics, and learning analytics to improve educational outcomes and institutional effectiveness. This study investigated the utilisation of analytics by school administrators for resource allocation and policy development in secondary schools. Specifically, the study examined the extent to which administrators use data in decision-making processes, the influence of analytics on administrative efficiency, and the challenges associated with implementing data-informed leadership practices. A descriptive survey research design was adopted for the study. The population consisted of principals, vice principals, education officers, teachers, and ICT coordinators drawn from selected secondary schools in South – East Nigeria. Using a stratified random sampling technique, a sample of 510 respondents was selected. Data were collected through the Data-Informed School Leadership Questionnaire (DISLQ) and analysed using mean scores, standard deviation, Pearson Product Moment Correlation, and t-tests. The findings revealed that school administrators increasingly rely on educational data and digital dashboards to support strategic planning, policy formulation, instructional supervision, and resource allocation. The study further established that data-informed decision making significantly enhances administrative efficiency, accountability, transparency, and effective utilisation of available resources. However, major constraints identified included inadequate ICT infrastructure, poor data literacy, limited funding, data quality concerns, insufficient professional training, and resistance to technological change. The study concluded that effective data-informed leadership strengthens educational planning and school performance when supported by robust technological infrastructure, continuous capacity building, and sound data governance practices. Recommendations included sustained professional development, improved digital infrastructure, strengthened education management information systems, and policies that promote evidence-based educational leadership.