Do Data-Driven Decision-Making Efficacy and Anxiety Inventory Scores Mean the Same Thing for Pre-Service and In-Service Teachers?

Autor/inn/en	Hamilton, Valerie; Onder, Yasemin; Andzik, Natalie R.; Reeves, Todd D.
Titel	Do Data-Driven Decision-Making Efficacy and Anxiety Inventory Scores Mean the Same Thing for Pre-Service and In-Service Teachers?
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 4, S.482-498 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reeves, Todd D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211069220
Schlagwörter	Data Use; Decision Making; Anxiety; Self Efficacy; Measures (Individuals); Validity; Technology Uses in Education; Teachers; Preschool Education; Elementary Secondary Education; Reliability + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Angst; Self-efficacy; Selbstwirksamkeit; Messdaten; Gültigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Reliabilität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01