| Abstract [eng] |
Contemporary organizations operate in a dynamic and complex environment where decision-making is increasingly based on data. However, simply having data does not guarantee the quality of decisions—their interpretation and meaning in an organizational context are of fundamental importance. This master's thesis analyzes data-driven decision-making in preschool education institutions, examining it through the theoretical perspective of sensemaking. The aim of the thesis is to reveal the role of the sensemaking process in the interpretation of data by preschool education institution managers and in the data-driven decision-making process. The object of the study is data-driven decision-making by preschool education institution managers from the perspective of sensemaking. The work consists of three parts: theoretical, which analyzes the concept of data-driven decision-making, theoretical models of decision-making, emphasizing their application in education management, and the theoretical integration of meaning-making and data interpretation in decision-making processes; methodological, which presents the organization of qualitative research and research ethics; and empirical, which presents an analysis of semi-structured interviews with preschool education institution managers. The thesis concludes with a discussion, conclusions, and recommendations. The results of the study revealed that data in preschool education institutions is often collected systematically, but its use in decision-making depends on the ability of managers to interpret the data and create meaning from it. Meaning-making occurs at both the individual and collective levels, involving educators in the overall formation of meaning. It was found that data only becomes relevant for decision-making when it is linked to the context of educational quality, child welfare, staff management, and the implementation of strategic goals. The study showed that meaning-making processes have a direct impact on the direction, validity, and transparency of decisions. The study showed that the process of data-driven decision-making is not fully institutionalized and often depends on the experience, intuition, and personal initiative of the manager. Significant challenges in data use include a lack of analytical skills, limited technological resources, time constraints, and a data culture in organizations that is not always mature. The recommendations formulated in the master's thesis are aimed at strengthening the data culture, improving the competencies of managers, improving technological processes, and establishing a systematic data management model in preschool education institutions. |
