School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? School-related factors (ICT importance, leader support, goal clarity, formal and informal collaboration) had a tiny direct impact on digital data use but significant indirect effects through teacher beliefs, skill, and tool availability. → Michos 2025 q3 i? The mediation model explained 50% of the variance in digital data use, with school factors influencing teacher skill and tool availability most strongly. → Michos 2025

Evidence¶

Michos 2025¶

Michos, K., Schmitz, M.-L., & Petko, D. (2025). Learning Analytics in Schools: Is Digital Data Use Influenced by Teacher-Level or School-Level Factors? Journal of Learning Analytics, 12(3), 87–101. https://doi.org/10.18608/jla.2025.8567

q3 · i? · associational · r2

Latent one-level SEM with cluster robust standard errors (lavaan) on the same survey; fit indices reported as TLI = 0.951, CFI = 0.960, RMSEA = 0.048, SRMR = 0.043. "all the indirect effects were significant, demonstrating that school-related factors indirectly affect digital data use by teachers" (total standardized indirect effect .31).

"The R 2 was 0.5, indicating that 50% of the variance in digital data use could be attributed to school -related factors mediated by teacher characteristics (will-skill-tool)"

Discussion¶

Related Claims¶

• Teacher characteristics from the will-skill-tool model — data literacy, availability of data technologies, and positive beliefs — predict teachers' pedagogical use of digital data, with data literacy the strongest predictor — related
• About half of teachers report access to data technologies, but roughly half lack confidence in their data skills and do not use digital data to plan and adjust teaching — related
• Teaching experience is a minor negative predictor of digital data use, while age and gender show no significant effect — related
• Principal effects on student achievement are largely indirect, mediated through school organizational processes — related
• Teacher technology use and school culture explain an additional 18 percent of school-by-school differences in high school student technology use — related
• Computer availability explains almost half of between-school differences in student computer use, with the strongest relationship in schools with insufficient access — related
• Most U.S. schools report teachers are not sufficiently trained to use technology, and half of teachers cite lack of training as a major obstacle — related
• Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness — related
• Social and organizational support relate to AI well-being indirectly through AI literacy and technological self-efficacy — related
• Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related
• Personal experience influenced teachers' visions of AI futures more than organizational culture or societal factors — related