Abstract
In South African rural schools, analysis of school data using online dashboards could enable principals to identify and implement context-specific school improvement plans. This research aims to describe the conditions impacting rural school principals’ use of the Data Driven Districts (DDD) dashboards for data analysis, using a mixed methods approach. A quantitative survey based upon the Unified Theory of Acceptance and Use of Technology (UTAUT) framework was administered to 20 principals. These principals formed the sample frame for the purposive selection of five principals for semi-structured qualitative interviews, in which the themes emerging from the quantitative data were explored in greater depth. Principals in this sample believe that the DDD is a valuable tool. They also believe that socially influential people, such as their superiors within the education department, support the use of the DDD. These factors seem to contribute to the persistence of their efforts to use the DDD. However, there appears to be a lack of clarity on what using the tool entails. Principals prioritise the submission of data as required, but their analysis of data for school improvement purposes is limited. The importance of compliance within a narrow understanding of the DDD’s purpose constrains its broader use for data analysis. Principals’ use of the DDD is also constrained by ineffective training and a lack of basic technological literacy and technical support for access issues such as login challenges. Principals and other stakeholders need a shared understanding of what principals are expected to do with the DDD data. A place-based approach to closing access gaps is recommended, as solutions to these need to be specific to a single school or principal.