Publication Date

2019

Document Type

Dissertation/Thesis

First Advisor

Reeves, Todd D.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

An expanding culture of accountability in education has led to an influx in the amount and types of data teachers are expected to collect and use to increase student achievement. Research has identified data-driven decision making (DDDM) as a way for teachers to use educational data to promote more effective instruction and ultimately, to better student outcomes. Despite available data and research that supports the use of DDDM, using it to make instructional decisions is still a struggle for teachers. Therefore, this study looks at the relationship between DDDM-related coursework and teacher self-efficacy and anxiety for DDDM. In theory, DDDM-related coursework learning opportunities should provide teachers increased mastery experiences and in turn, greater self-efficacy for DDDM and lower anxiety about the practice.

In order to investigate, this study used a secondary analysis of existing data to examine the extent to which teachers are taking DDDM-related courses, and relationships among the types of these courses taken by teachers and their DDDM self-efficacy and DDDM anxiety. Descriptive statistics and multiple regression analyses were conducted on each of two merged datasets (pre-service and in-service). Results from this study suggest that most pre-service and in-service teachers are taking DDDM-related courses and that some of these courses are associated with higher DDDM self-efficacy and lower DDDM anxiety in teachers. Findings contribute new evidence for connections between course-related learning opportunities and teacher self-efficacy beliefs.

Extent

86 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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