#128: Bridging Confidence and Practice: Effects of Data Literacy Professional Development on Teachers’ Knowledge, Self-Efficacy, and Value Beliefs

Teachers are increasingly expected to use data for instructional decision-making, yet many report limited preparation. This study evaluated a professional development (PD) program on teacher data literacy in Singapore using a mixed-methods design. Baseline surveys and tests were completed by N = 144 teachers; matched pre–post data were obtained from 21. Quantitative analyses showed small, non-significant gains in data knowledge, stable self-efficacy, and stable perceived value of data use. Attrition limited statistical power, though post-test completers scored higher than the baseline sample. Qualitative interviews with n = 8 teachers indicated that hands-on analysis of authentic datasets supported confidence, but translation of patterns into pedagogy was hindered by time constraints and limited mentoring. Findings suggest that the PD improved knowledge more readily than beliefs, highlighting the need for explicit scaffolds and organizational support to sustain data use.