Att stärka rektorer med datavisualisering för att förbättra elevernas läsfärdigheter

School principals play a vital role in guiding schools and shaping teaching practices. While students and teachers use various technologies for teaching and learning practices, the challenge remains in turning raw data into actionable insights for decision-making. Although teachers receive support for their close work with students, less attention is given to principals, who make higher-level decisions and allocate resources. This thesis explores how data visualization tools can help principals gain insights to improve students' reading skills, which have been considerably declining during the last decade, and especially during the last few years. The research examines how data visualizations can support principals in identifying students needing reading assistance and tracking reading progress through a mixed-methods approach. Seven school principals with varying levels of computer experience participated in the study, which involved interacting with prototype visualizations across three rounds. Methods used include Think Aloud protocols, A/B testing, and follow-up interviews. The findings show that well-designed data visualization tools can help principals better identify students struggling with reading. The study highlights the importance of iterative design in improving these tools and emphasizes the need for clear, informative visualizations. Overall, effective data visualization enhances principals' decision-making, ultimately supporting students' reading development.