Using Big Qualitative Data for Decision-Making within the Teaching Fraternity in Gauteng Province: A Qualitative Case Study Employing COSTAQDA

The growing emphasis on evidence-based practice in education has highlighted the role of data-driven decision-making (DDDM) in improving teaching and learning outcomes. While quantitative metrics such as test scores and attendance data dominate most DDDM frameworks, less attention has been given to the use of big qualitative data—large volumes of narratives, reflections, classroom observations, and stakeholder voices—in shaping pedagogical and institutional choices. The problem that this study will address is the limited integration of qualitative evidence into decision-making processes within the teaching fraternity, despite its potential to illuminate context, meaning, and lived experiences in education. The purpose of this study will be to explore how educators in Gauteng Province use big qualitative data to inform decisions in classroom practice, curriculum adaptation, and professional collaboration. Grounded in Sensemaking Theory and Constructivist Learning Theory, the research will seek to understand how teachers interpret, negotiate, and apply insights from large-scale qualitative sources in their professional contexts. A qualitative case study design will be adopted, focusing on three schools in Gauteng representing diverse socio-economic and cultural settings. Participants will include teachers, school leaders, and curriculum specialists selected through purposive sampling. Data will be collected using semi-structured interviews, focus group discussions, and document analysis of teaching records and reflective portfolios. For data analysis, COSTAQDA software will be used to code, organise, and synthesise themes systematically, ensuring transparency and reflexivity. The study is expected to reveal both opportunities and challenges: while there may value qualitative data for capturing learner diversity and classroom complexity, barriers such as data overload, lack of analytic skills, and insufficient institutional support may limit its effective use. The study will conclude by recommending professional development on qualitative data use, investment in digital platforms for storing and analysing teacher-generated narratives, and policies that embed qualitative insights into school decision-making frameworks.