The Relative Impact of User-Level and School-Level Predictors on School Performance Feedback Use

• In Event: Deepening Our Understanding of Teacher Data Use: Antecedents, Forms, and Supports

Abstract

This study investigated drivers for engagement with school performance feedback. Based on the Theory of Planned Behavior, a comprehensive model was formulated in order to explore the effects of both individual user beliefs and school-level characteristics. An online survey was developed and administered to 470 educational professionals from a low-accountability educational context. Findings from an ensuing path analysis include that users’ cognitive attitude and subjective norm have a small effect on data use and that they mediate the effects of certain organizational features. Voluntariness in feedback pursuit and a data-oriented school culture emerged as school-level drivers of data use. Implications for practice include the need for cultivating ownership in data-based decision making.

Authors

• Evelyn Goffin, University of Antwerp

• Mieke Heyvaert, Katholieke Universiteit Leuven

• Rianne Janssen, KU Leuven

• Jan Vanhoof, Antwerp University