Relationships between Course Taking and Teacher Self-Efficacy and Anxiety for Data-Driven Decision Making

Data-driven decision making (DDDM) involves using information gathered from and about students to make ongoing decisions about their instruction. Many teachers struggle with implementation of DDDM practices to optimize instruction, underscoring the importance of teacher education vis-à-vis DDDM. The...

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Bibliographic Details
Published inThe Teacher educator Vol. 57; no. 2; pp. 136 - 154
Main Authors Hamilton, Valerie M., Reeves, Todd D.
Format Journal Article
LanguageEnglish
Published Muncie Routledge 08.04.2022
Taylor & Francis Inc
Subjects
Anxiety
Courses
Data Use
Decision Making
Faculty Development
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Teacher Education
Teachers
Illinois
Massachusetts
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Summary:Data-driven decision making (DDDM) involves using information gathered from and about students to make ongoing decisions about their instruction. Many teachers struggle with implementation of DDDM practices to optimize instruction, underscoring the importance of teacher education vis-à-vis DDDM. The present study secondarily analyzed existing data (N = 784) to examine both: the extent to which teachers take formal coursework related to DDDM; and the relationship between participation in such coursework and teacher self-efficacy and anxiety surrounding DDDM. Descriptive statistics suggest that most teachers are taking courses that may build their capacity for DDDM, although courses in DDDM or data use per se are among the least common. Moreover, multiple linear regression analyses indicated that participation in only stand-alone coursework in DDDM or data use is consistently associated with teacher self-efficacy for DDDM.
ISSN:0887-8730
1938-8101
DOI:10.1080/08878730.2021.1965682