Do Data-Driven Decision-Making Efficacy and Anxiety Inventory Scores Mean the Same Thing for Pre-Service and In-Service Teachers?
Author ORCID Identifier
Yasemin Onder: https://orcid.org/0000-0003-3300-3606
Natalie Andzik: https://orcid.org/0000-0001-6704-9405
Todd Reeves: https://orcid.org/0000-0001-8912-1690
Journal of Psychoeducational Assessment
Teacher data-driven decision making (DDDM) is a professional practice of great prominence in the current K-12 education system. Moreover, teacher self-efficacy and anxiety around DDDM represent important measurement targets in both research and practice. This study consequently examined the validity, reliability, and invariance of data collected via the Data-Driven Decision-Making Efficacy and Anxiety (3D-MEA) Inventory among U.S. in-service (N = 365) and pre-service (N = 457) teachers. The 3D-MEA is intended to measure four dimensions of self-efficacy related to DDDM, as well as anxiety related to DDDM. Multi-group confirmatory factor analyses established structural measurement invariance, which supports meaningful and effectively interchangeable interpretation of 3D-MEA scores with both in-service and pre-service teachers. Reliability estimates were also high in both populations. Limitations and future directions are discussed.
data-driven decision making, in-service teachers, invariance, pre-service teachers, validity
Hamilton, Valerie; Onder, Yasemin; Andzik, Natalie R.; and Reeves, Todd D., "Do Data-Driven Decision-Making Efficacy and Anxiety Inventory Scores Mean the Same Thing for Pre-Service and In-Service Teachers?" (2022). NIU Bibliography. 73.
Department of Educational Technology, Research and Assessment (ETRA)| Department of Special and Early Education