TEACHER EDUCATION DEPARTMENT

Website: www.ddosc.edu.ph Email: ted.newbataan@ddosc.edu.ph Contact #: 0907-039-7610

A.
Name: Vhea Laseras Score:
Subject: PED 10 Course and Year: BSED MATH 3A

REFLECTIVE ESSAY

The evolving setting of education throws a constant bank of decisions at school administrators, each
with the potential to significantly impact the entire school community. The debate between data-driven
decision-making and intuition-based choices has become a field with passionate advocates on both sides.
This essay discusses that for a school principal, achieving effective leadership lies in finding a harmonious
middle ground between these two seemingly opposing approaches. By skillfully integrating data analysis
with personal experience and intuition, principals can make well-informed, comprehensive decisions that
drive the school toward its goals and create a thriving learning environment.
Data-driven decision-making centers on the systematic analysis of quantitative and qualitative data.
This information provides valuable insights into various critical areas like student performance, teacher
effectiveness, resource allocation, and more. By studying this data, school administrators can identify
trends, recurring patterns, and areas requiring improvement. This knowledge empowers them to develop
evidence-based strategies that demonstrably enhance student outcomes. Analyzing assessment results, for
example, can reveal academic weaknesses within the student body. This insight can then be used to
implement targeted interventions and adjust the curriculum to address those specific shortcomings.
Additionally, data-driven decisions facilitate the tracking of progress towards established goals, fostering
accountability and transparency within the school community.
Relying only on data paints an incomplete picture of the complicated wall-hanging that is an
educational setting. Intuition, improved by years of experience and a deep understanding of the school's
unique environment, plays an equally important role in successful decision-making. School leaders
encounter situations where data may be rare or even contradictory. In these scenarios, a well-developed
intuition becomes important for directing uncertainty and making sound judgments. This ability allows
leaders to proactively anticipate challenges, interpret complex interpersonal dynamics, and make instant
decisions in response to unexpected issues. Intuition complements data by adding context and depth to the
decision-making process, particularly in areas where human judgment and empathy are top, such as student
well-being and developing a sense of community involvement within the school.
 Effective school leadership exceeds the false contrast between data and intuition. Instead, it
acknowledges the inherent value of both approaches and integrates them seamlessly into the decision-
making process. By skillfully combining data insights with personal observations and the viewpoints of
stakeholders, school leaders gain a more holistic understanding of any given situation. This comprehensive
perspective empowers them to make more robust decisions, fostering a culture of innovation, adaptability,
and responsiveness to the ever-changing needs of the school community.
The role of a school principal demands a gentle balancing act between data-driven and intuition-
based decision-making. Embracing a pleasant approach that combines data analysis with personal
experience and well-honed intuition, leaders can make informed choices that not only enhance student
success but also develop a supportive and enriching school environment. Achieving this balance requires a
commitment to continuous professional development, ongoing reflection on past experiences, and a
dedication to the principles of evidence-based leadership.
 CONCEPT MAPPING

1. Identify Key Concepts: Start by identifying the key concepts related to the role of the school head
in SBM. These might include decision-making, leadership, resource allocation, stakeholder
engagement, etc.

2. Create a Central Node: Begin your concept map by creating a central node labeled “School Head
in SBM”. This will be the main idea from which all other concepts will branch out.

3. Add Related Concepts: From the central node, draw lines out to nodes representing the key
concepts you identified in step 1. Arrange these nodes around the central node in a way that makes
sense to you.

4. Connect Concepts: Draw lines to connect related concepts and label the lines to indicate the nature
of the relationship. For example, you might connect “School Head” to “Decision-Making” with a
line labeled “performs”.

5. Add Details: For each concept, add additional nodes to provide more detail. For example, under
“Decision-Making”, you might add nodes for “Data-Driven Decisions” and “Intuition-Based
Decisions”.

6. Review and Revise: Review your concept map to ensure it accurately represents the role of the
school head in SBM. Make any necessary revisions to improve clarity and accuracy.

7. Presentation: Ensure your concept map is neat, legible, and well-organized. Use colors, symbols, or
images to enhance understanding if desired.