Data-driven School Planning: The Role of Educational Report Cards in Strengthening Governance and Accountability in Indonesian Primary Schools

Abstract

Educational governance increasingly prioritizes data-driven decision-making as a basis for accountability and quality enhancement. The implementation of the Rapor Pendidikan (Educational Report Card) in Indonesia represents a national initiative to incorporate evidence into school planning. Despite its potential, few studies have examined the impact of this tool on governance structures, leadership practices, and accountability outcomes, particularly in primary schools. This study examines the factors that influence effective data-driven school planning, emphasizing governance, principal leadership, teacher involvement, and supervisory support. Employing an explanatory sequential mixed-methods design, survey data from 300 participants in South Sulawesi were analyzed using PLS-SEM, supplemented by qualitative interviews and document analysis. Quantitative findings revealed that principal leadership was the strongest predictor of governance (β = 0.42, p < .01), that teacher participation significantly enhanced accountability outcomes (β = 0.38, p < .01), and that governance mediated the relationships between leadership, supervisory support, and accountability. The model explained 63% of the variance in accountability outcomes (R² = 0.63). The qualitative findings further demonstrated that schools with stronger leadership and collaborative planning cultures were more likely to use Educational Report Card data systematically to develop School Work Plans. Interviews also highlighted that data literacy, stakeholder participation, and continuous supervisory guidance were critical factors enabling the effective translation of report-card evidence into governance practices. The integration of quantitative and qualitative findings suggests that accountability in school planning emerges through both structural factors (leadership and governance) and participatory processes involving teachers and school stakeholders. The study finds that enhancing data literacy, promoting inclusive participation, and integrating supervisory advice are vital for optimizing the impact of Rapor Pendidikan. These discoveries have practical consequences for policymakers, school leaders, and stakeholders aiming to institutionalize evidence-based governance in elementary education.