A systematic literature review of data-driven decision making: professional development program and its impact in enhancing teachers efficacy

This article aims to collect, evaluate, integrate, and present the discussed articles
to understand how professional development programs can enhance teachers'
efficacy in implementing data-driven decision-making (D3M). Currently, many
teachers have not applied D3M in their classrooms, even though D3M can help
teachers develop effective teaching methods in class. One reason for this is the
lack of teachers' efficacy in applying D3M. Therefore, this article includes
several articles focused on professional development programs to improve
teachers' efficacy in implementing data-driven decision-making in the
classroom. This article uses a systematic literature review, specifically the
PRISMA model, to select articles that meet the inclusion criteria based on the
aforementioned topic. The findings show that the dimensions of efficacy,
namely mastery experience, vicarious experience, verbal persuasion, and
physiological and emotional states, are influenced when a program is designed
with a focus on the content to be discussed, uses active learning methods, aligns
with existing policies, offers sufficient duration, and fosters collective
participation. Mastery experience can be enhanced through the content
provided, active learning, and the appropriate duration of training. Verbal
persuasion can emerge through the active learning process. Meanwhile,
vicarious experience can be created through active learning methods,
collaborative participation, and long program durations. When these three
dimensions are met, individuals' physiological and emotional states will also
improve. Learning through active learning and program duration are crucial
aspects for enhancing teachers' efficacy after receiving a professional
development program. Thus, professional development programs can be an
effective way to increase teachers' efficacy in implementing D3M.