Keywords

Teacher Data Use Survey, Data-based decision-making, Response to Intervention, Data usage, Theory of Planned Behavior, Mintzberg's Model

Subject Categories

Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership

Abstract

The United States spends approximately 2.7 billion dollars on classroom assessments and local exams for K-12 students (SIMBA, 2019).  However, despite this financial investment and the adoption of data-driven frameworks such as Multi-Tiered System of Support, the U.S. Department of Education found that only 55% of teachers used student data to make instructional decisions (U.S. Department of Education, 2007).  This study aims to explore the psychological and organizational factors that influence teachers’ data use when making instructional decisions.

This study used the Teacher Data Use Survey (TDUS) to investigate the extent that teachers’ use of data could be predicted by organizational supports teachers receive, teachers’ attitudes toward data, teachers’ competence with student data, teachers’ collaborative practices, and teacher characteristics (gender, years teaching, subject area, and certificate type). This quantitative study used hierarchical linear modeling (HLM) to analyze the nested structure of teachers within schools.

The findings revealed that teachers’ attitude towards data and subject area were positive predictors of teachers’ actions with state data.  Also, teachers’ attitude towards data and organizational supports were positive predictors of teachers’ actions with local data.  These findings highlight the need for the district to provide additional training on the data warehouses, with the main focus of the training shifting from technical training to attitude change.  Embedding strategies for using available data to make instructional decisions in professional learning opportunities may help increase teachers’ perception of state and local data as a useful instructional tool.

Completion Date

2026

Semester

Summer

Committee Chair

Hahs-Vaughn, Debbie

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Curriculum and Instruction

Format

PDF

Document Type

Dissertation

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