This systematic review aims to clarify the concept of principals' data literacy and its various components. After examining 56 empirical studies, we have defined principals' data literacy and identified 63 specific indicators, organized into seven dimensions. Our findings highlight the complex tasks and responsibilities principals undertake to effectively lead with data. Although some data-related activities overlap between principals and teachers, the nature, scope, and purposes of data use differ between these roles. While teachers’ data literacy focuses on hands-on data creation, collection, and analysis, principals' data literacy revolves around leading their school communities and beyond. We argue that three of the seven dimensions—Dimension 3 (“Data use for fostering a data-driven culture”), Dimension 4 (“Data use for school improvement”), and Dimension 5 (“Data use for informing own practices”)—are particularly relevant to school leaders, thereby distinguishing principals' data literacy from that of teachers. We conclude by suggesting several practical implications based on our review, which could benefit the professional development of both school leaders and teachers at various career stages.

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K-12 学校环境中校长的数据素养：系统评价


本系统综述旨在阐明校长数据素养的概念及其各个组成部分。在研究了 56 项实证研究后，我们定义了校长的数据素养，并确定了 63 个具体指标，分为七个维度。我们的研究结果突出了校长为有效引导数据而承担的复杂任务和责任。尽管校长和教师之间有一些与数据相关的活动重叠，但这些角色之间数据使用的性质、范围和目的各不相同。教师的数据素养侧重于动手创建、收集和分析数据，而校长的数据素养则围绕领导学校社区及其他领域展开。我们认为，七个维度中的三个——维度 3（“数据使用促进数据驱动文化”）、维度 4（“数据使用促进学校改进”）和维度 5（“数据使用为自己的实践提供信息”）——与学校领导特别相关，从而区分校长的数据素养与教师的数据素养。最后，我们根据我们的审查提出了几个实际意义，这可能有利于学校领导和教师在不同职业阶段的专业发展。