Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?

Teacher interactions are highly valued in data use. Essential preconditions for teacher interactions are teachers' attitude and self-efficacy. However, how these factors affect the formation of teachers interactions remains unclear. The present study uses social network analysis to reveal the impact of teachers' attitude and self-efficacy on their interactive behaviour. The results from seven teacher teams show that attitude and self-efficacy are explanatory for the extent to which teachers seek interaction with colleagues, but not for the extent to which teachers are being consulted for data use action. The use of social network analysis leads to deeper and more refined insights into how teacher interactions, with regard to data use action, are formed compared to regular research methods. (C) 2019 Elsevier Ltd. All rights reserved.