Date of Conferral



Doctor of Education (Ed.D.)




Colin K. Winkelman


The utilization of educational data by teachers' at the classroom level to plan lessons and assessments is limited. Professional development is one tool that can be used to build data literacy in teachers. This study assessed how professional development in data based decision making impacted educators' efficacy and use of educational data. This research was based on constructivists learning theories and used professional development as a model for changing teachers' instructional practices. The purpose of this study was to evaluate the impact of professional development in data-based decision-making on teacher efficacy and use of data at the classroom level. A one group pretest posttest quantitative study was used on a sample group of public school educators (N=226) from a school district in the Northeastern US. Surveys were administered before and after the intervention to determine if a significant difference in the efficacy and use of data to plan instruction resulted from professional development in data-based decision making. A Mann-Whitney-Wilcoxon test was used to analyze the data. The analysis indicated no significant difference in teacher efficacy (W=27.50; p=1.00) but did show a significant increase in the use of data at the classroom level (W=70.00; p=.003). Based on this study, professional development is an effective tool for increasing the use of data-based instructional methods at the classroom level; however, it is not effective in changing teacher efficacy. This study contributes to positive social change by promoting meaningful conversations about the power of professional development models in data-based decision making as an effective means to change teaching practices.