Data Use by Teachers: The Impact of Motivation, Decision-Making Style, Supportive Relationships and Reflective Capacity

Autor/inn/en	Vanlommel, Kristin; Vanhoof, Jan; Van Petegem, Peter
Titel	Data Use by Teachers: The Impact of Motivation, Decision-Making Style, Supportive Relationships and Reflective Capacity
Quelle	In: Educational Studies, 42 (2016) 1, S.36-53 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1148582
Schlagwörter	Data; Information Utilization; Decision Making; Teacher Motivation; Reflective Teaching; Teacher Surveys; Online Surveys; Primary Education; Elementary School Teachers; Foreign Countries; Personal Autonomy; Teacher Administrator Relationship; Information Sources; Feedback (Response); Statistical Analysis; Measures (Individuals); Social Support Groups; Institutional Characteristics; Structural Equation Models; Likert Scales; Belgium + Suchen Sie Ihr Suchwort? Daten; Informationsnutzung; Decision-making; Entscheidungsfindung; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Individuelle Autonomie; Information source; Informationsquelle; Statistische Analyse; Messdaten; Social support; Soziale Unterstützung; Likert-Skala; Belgien
Abstract	There is a growing expectation that schools should systematically collect and analyse data as a point of departure for decisions. However, research shows that teachers themselves are less convinced that they need to base their decisions on data, as they mainly rely on their intuition and experience. This article examines the extent to which teachers use data as a source of information for decisions at classroom level and what motivates them to use these data. We will also look at what impact the teacher's decision-making style, supportive relationships and the reflective capacity of the school team have on teachers' motivation for using data. Our research data was collected by means of an online survey of 408 teachers in 52 primary schools in Flanders. The results demonstrate that the quality of teachers' motivation for using data is a key element in promoting data use in schools. Teachers who feel autonomously motivated will make greater use of data than teachers with a controlled motivation. We found that the use of a rational decision-making style by teachers, supportive relationships within the school and the reflective capacity of the school team all lead to an increase in teachers' autonomous motivation for using data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01