Title: An Algorithmic Leadership Framework For School Leaders: Leveraging Data For School Improvement
Authors: MA. SOFIA S. REYES-DELA PE?A
PhD
Volume: 10
Issue: 6
Pages: 403-408
Publication Date: 2026/06/28
Abstract:
The increasing demand for evidence-based educational leadership has intensified the need for school leaders to effectively utilize data in decision-making and school improvement initiatives. Despite the availability of assessment results, school information systems, and accountability mechanisms, many school leaders continue to encounter challenges in translating data into meaningful actions that improve educational outcomes. This study aimed to develop an algorithmic leadership framework that supports school heads in leveraging data for school improvement. Guided by Van Manen's hermeneutic phenomenology, the study explored the lived experiences of fifteen school heads from the Division of Malaybalay City, Philippines. Data were collected through semi-structured interviews, focus group discussions, and field observations and were analyzed through thematic analysis. Findings revealed seven major themes: data as compass for leadership; navigating the emotional landscape of data; data as a strategic compass for school improvement; building a culture of data-driven collaboration; challenges in practicing data-driven leadership; aspirations for algorithmic leadership; and unintended consequences and ethical reflections in data use. Results indicate that data serves as an essential guide for planning, decision-making, monitoring, collaboration, and school improvement. However, barriers such as limited data literacy, technological constraints, reporting overload, and varying stakeholder readiness continue to affect effective utilization of data. Drawing from these findings, the study developed the THRIVE Framework for Algorithmic Leadership in School Improvement. The framework provides a context-responsive model that guides school leaders in interpreting data, integrating evidence into leadership decisions, implementing targeted interventions, monitoring outcomes, and sustaining continuous improvement. The study contributes to the growing body of knowledge on educational leadership by presenting a practical and evidence-based framework that strengthens school leaders' capacity to use data strategically while maintaining ethical, collaborative, and learner-centered leadership practices.