Examining self-efficacy and anxiety in data-driven decision-making practices among learning disabilities teachers in Saudi Arabia: a mixed-methods study
Year: 2024
Type: article
Study design: Observational Study
Abstract: This mixed-methods sequential explanatory study aimed to evaluate the self-efficacy and anxiety of learning disabilities teachers (LD teachers) regarding data-driven decision-making (DDDM). The initial phase involved surveying 309 LD teachers, followed by in-depth interviews with five participants to gain further insights. The study’s second phase aimed to identify the factors influencing and resources that can enhance teacher self-efficacy in DDDM. Quantitative findings revealed a high level of teacher self-efficacy and minimal anxiety associated with the use of DDDM. The interview analysis uncovered three significant themes affecting teacher self-efficacy: perceptions of DDDM, challenges encountered (such as an inadequate data technology system, lack of necessary skills and knowledge, and resistance to change), and the impact of accountability. The study emphasizes the importance of targeted professional development opportunities and improved access to data analysis tools.
Source: Cogent Education
Author: Arwa Saleh Alaqeel
Institution: Jouf University
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W4405086533