This research examined the perceived data literacy skills of middle and senior-level administrators in a community college system in relation to leadership competencies. This study sought to determine if the independent variable, administrator type (manager, executive, or chief operating officer), relates to the perceived data literacy skills levels of these categories and if they meet or exceed the expected level of data literacy competence needed to perform identified datacentric leadership behaviors selected from the fourth edition of the American Association of Community College's (AACC) leadership competencies (dependent variables) as measured with the Databilities survey instrument. Databilties Data Literacy Framework and AACC's Leadership Competencies are the theoretical frameworks that undergirded the study and addressed the relationship between data literacy and leadership. This study utilized a non­experimental, cross-­sectional survey design that was considered the best approach for assessing the perceived data literacy skills of leadership in each category. Quantitative procedures (descriptive and inferential) were utilized to analyze the data. Descriptive statistics summarized the demographic characteristics and administrator type of the participants. A series of one-­way analyses of variances, simple linear regression, and chi-square goodness of fit assessed whether any difference existed in the perceived data literacy skills between middle to senior­-level administrator types based on the Databilities framework and if these leaders met the expected level of competency in relation to the AACC leadership competencies. There was no statistically significant difference in mean scores between administrator types in their perceptions of the three data literacy competency domains. A significant difference in 12 of the 18 data literacy competencies was found for the aggregate category. Managers met or exceeded the data literacy competency level defined by AACC leadership behaviors for Data Culture, Data Curation and Reuse, Data Conversion, and Evaluating Decisions and Conclusions but did not meet AACC expected competency level behaviors for Data Ethics, Data Collection, Management and Organization, Data Manipulation, Metadata Creation and Use, Data Governance, Data Analysis, and Data-­Driven Decision-­Making. This study contributes to the body of literature regarding data literacy and leadership in community colleges. Additional findings and recommendations for future research can be found in Chapter Five. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]