Exploring K–12 Teachers’ Data Literacy in Singapore: Knowledge, Self-Efficacy, and Perceived Value of Data

Abstract

Despite the growing emphasis on data-informed teaching, there is limited understanding of how well-equipped teachers are to engage with data especially in Singapore. The study examines data literacy among K–12 teachers in Singapore, focusing on their knowledge of data concepts, self-efficacy, and perceived value of data-informed practices. Findings show teachers value and feel confident using data but demonstrate low data knowledge. Subject specialization and age were also found to be associated with significant differences in data literacy outcomes. These insights can guide more targeted professional learning to strengthen teachers’ capacity for data-informed instruction.