Relationships between Course Taking and Teacher Self-Efficacy and Anxiety for Data-Driven Decision Making
Author ORCID Identifier
Todd Reeves: https://orcid.org/0000-0001-8912-1690
Publication Title
Teacher Educator
ISSN
08878730
E-ISSN
19388101
Document Type
Article
Abstract
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.
First Page
136
Last Page
154
Publication Date
1-1-2022
DOI
10.1080/08878730.2021.1965682
Recommended Citation
Hamilton, Valerie M. and Reeves, Todd D., "Relationships between Course Taking and Teacher Self-Efficacy and Anxiety for Data-Driven Decision Making" (2022). NIU Bibliography. 72.
https://huskiecommons.lib.niu.edu/niubib/72
Department
Department of Educational Technology, Research and Assessment (ETRA)
