Primary School Teachers' Competence With Learning Analytics Dashboards: Beliefs, Skills and Teaching Behaviour

Abstract

ABSTRACT Background Learning Analytics Dashboards (LADs) have the potential to support primary school teachers in data‐driven decision‐making, yet research indicates variability in teachers' competence. Existing studies often focus on teachers' attitudes towards data use rather than their specific skills in interpreting and applying LAD insights. Understanding these skills is crucial for designing professional development that enhances effective LAD use. Objectives This study examines primary school teachers' competence in using LADs, focusing on their beliefs, skills and teaching behaviour regarding LAD use. Methods Using a mixed‐methods approach, we surveyed 45 primary school teachers about their beliefs and teaching behaviour regarding LAD use. Individual, structured interviews were conducted to assess teachers' perception, interpretation and decision‐making skills across two distinct LADs. Results and Conclusions While teachers generally express positive beliefs towards data use, their actual LAD skills and usage levels vary widely. Notably, more teaching experience and a higher perceived value of data use were associated with lower LAD engagement. These findings highlight the need for targeted professional development and further research into the factors that facilitate effective LAD use in primary education.