Digital Data Literacy and Institutional Leadership: Mapping the Needs, Challenges, and Gender Disparities among Heads of Primary Schools in Western Kenya

Abstract

This study examined the data needs, challenges, and capacity-building requirements of primary school Head of Institutions (HOIs) in Western Kenya. The increasing emphasis on evidence-based management in education has created a growing need for school administrators to possess strong data literacy skills for effective decision-making, accountability, and improvement of educational outcomes. The study adopted a descriptive design approach involving a survey of 109 primary school head teachers, of whom 97 responded positively, from Bungoma and Busia counties. Data were analysed using descriptive statistics and inferential techniques. The findings revealed that although HOIs demonstrated basic competence in interpreting and communicating school data, significant gaps existed in digital data management, data analysis, use of technological tools, and effective utilisation of data for strategic decision-making. Significant differences were observed in data collection challenges by gender and county, with female HOIs and those in Busia County experiencing greater barriers. The study further established a strong demand for data literacy training, with most administrators indicating the need for practical training in Excel, EMIS, data analysis, and evidence-based decision-making. The study concluded that strengthening school administrators’ data literacy skills through targeted, inclusive, and practical training interventions was essential for promoting accountability and improving educational outcomes.