Date of Award

Summer 8-2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Research and Administration

Committee Chair

Thomas J. Lipscomb

Committee Chair Department

Educational Research and Administration

Committee Member 2

Richard S. Mohn

Committee Member 2 Department

Educational Research and Administration

Committee Member 3

Kyna Shelley

Committee Member 3 Department

Educational Research and Administration

Committee Member 4

Steven R. Chesnut

Committee Member 4 Department

Educational Research and Administration

Abstract

A culture of accountability in K-12 education has created demand for teachers and administrators to closely examine student performance on assessments. A number of schools have embraced data-driven decision-making as an approach to meeting this need. Data-driven decision-making refers to the systematic process of collecting, analyzing, interpreting, and making instructional decisions based on data (Schildkamp & Kuiper, 2009; Mandinach, 2012). Generally, educators analyze data collected on assessments at the classroom level and on benchmark or interim assessments at the school-wide level. However, teachers generally feel unprepared to engage in data-driven decision-making. Few studies have examined the psychological aspect of engagement in data-driven decision-making. This study adds to existing research concerning self-efficacy beliefs for data-driven decision-making (SEBD3M) as it relates to organizational support and engagement in data-driven decision-making.

One goal of the study was to determine the relationship between SEBD3M and engagement in data-driven decision-making. The second goal of the study was to determine significant differences among teachers at the elementary, middle, and high school levels of education. The final goal of the study was to determine the extent to which self-efficacy beliefs and culture mediate the relationship between organizational support and engagement in data-driven decision-making.

A quantitative study was conducted using the survey research method. Participation was solicited from teachers (n = 232) and administrators (n = 44) in a public school district in central Mississippi who completed questionnaires in an online format. Results of the SEM analysis supported a fully mediated model for understanding the relationships among organizational support, SEBD3M, culture, and engagement in data-driven decision-making. There were no differences in SEBD3M among elementary, middle, and high school teachers included in the study. Recommendations for improvements in the areas of teacher in-service training, administrative training, and implementation of data-driven decision-making in school districts were made based on the results of the study. Implications for future research concerning a potential link between organizational support and engagement in data-driven decision-making as well as professional development platforms for teachers was discussed.

ORCID ID

0000-0001-6009-3235

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