Data-Driven Decision-Making: Rural Public High School Teachers' Perceptions of Data-Driven Instruction

Abstract

Research is well-established in urban school districts regarding teachers’ engagement in and perceptions of data-driven instruction. However, little research has been conducted on teachers’ perceptions of using data to inform instruction in rural school districts. Thus, this quantitative study examined rural public high school teachers’ perceptions of data-driven instruction in Indiana in terms of what types of data they use to support instruction, their attitudes toward data use, their competence in using data to drive instruction, and support systems that help or hinder their ability to effectively participate in data-driven instruction. Additionally, this study examined possible relationships among demographic variables of rural public high school teachers and their corresponding perceptions of data-driven instruction.