DATA LOST, DECISIONS MADE: TEACHERS IN ROUTINE AND EMERGENCY REMOTE TEACHING

Abstract

Aim/Purpose This study explored teachers’ data-driven decision-making processes during routine and emergency remote teaching, as experienced during the COVID-19 pandemic. Background Decision-making is essential in teaching, with informed decisions promoting student learning and teachers’ professional development most effectively. However, obstacles to the use of data have been identified in many studies. Methodology Using a qualitative methodology (N=20), we studied how teachers make decisions, what data is available, and what data they would like to have to improve their decision-making. We used an inductive approach (bottom-up), utilizing teachers’ statements related to decision-making as the unit of analysis. Contribution Our findings shed an important light on teachers’ Data-Driven Decision-Making (DDDM), highlighting the differences between routine and Emergency Remote Teaching (ERT). Findings Overall, we found that teachers make teaching decisions in three main areas: pedagogy, discipline-related issues, and appearance and behavior. They shift between making decisions based on data and making decisions based on intuition. Academic-related decisions are the most prominent in routine teaching, and during ERT, they were almost the only area in which teachers’ decisions were made. Teachers reported collecting data about students’ academic achievements and emotional state and considered the organizational culture, consultation with colleagues, and parents’ involvement before decision-making. Recommendations Promote a culture of data-driven decision-making across the education system; for Practitioners Make diverse and rich data of different types accessible to teachers; Increase professional and emotional support for teachers. Recommendations Researchers have the potential to expand the scope of this study by conducting for Researchers research using other methodologies and in different countries. Impact on Society This study highlights the importance of teachers’ data-driven decision-making in improving teaching practices and promoting students’ achievement. Future Research Additional research is required to examine data-driven decision-making in diverse circumstances.