De La Littératie Statistique À La Littératie Des Données En Administration Scolaire : Conceptualiser Une Compétence Professionnelle Des Directions D’Établissement Au Québec

In a context where accountability policies increasingly require school principals to make data-driven decisions, statistical literacy (SL) has become a critical professional competency. This literature review examines how SL is conceptualized in education research and school administration. Drawing on a structured literature review protocol inspired by PRISMA, we analyzed 20 studies covering the period 1990–2026, selected for proposing or mobilizing an explicit definition of SL or data literacy (DL) for adult and professional populations. The analysis traces SL's development from a civic competency (Wallman, 1993) to a multidimensional professional construct combining cognitive, affective, and behavioral components (Gal, 2002; Friedrich et al., 2024). A persistent conceptual tension between SL and DL is identified and examined. The framework of Chick and Pierce (2013), specifically designed for the interpretation of school assessment data, highlights a systematic gap between perceived and actual SL among educational professionals. We propose an integrative operational definition of statistical literacy for school principals, conceived as a core component of their data literacy and of their capacity to exercise informed leadership within the Quebec results-based management framework.