Öğretmenlerin veriye dayalı öğretimsel karar vermelerini desteklemeye yönelikbir mesleki gelişim modelinin tasarlanması

This study explores how a Community of Practice-based professional development model can support teachers' instructional data-informed decision-making across different contexts. Employing a design-based research approach, the study comprises two interrelated sub-studies: design studies and a correlational study. Design study I consisted of three micro-cycles: (1) literature review and a needs analysis (2) the implementation of a drafted PD model in primary and middle schools, and (3) retrospective evaluation of the design. Building on findings from the first design, Design Study II investigated how the revised PD model functioned in a different school context with an established culture of educational data use. Concurrently, a correlational study was conducted to examine factors predicting teachers' instructional data use through a correlational design. This study involved two instrument adaptations into the Turkish language and culture and a correlational study using multiple regression analysis, contributing additional evidence to inform future PD interventions. The regression model significantly predicted instructional data use. Self-efficacy in identifying and applying data, collaboration, school organizational characteristics, and data characteristics were significant predictors. Together, these sub-studies yielded final design principles. The results offer a context-sensitive, theoretically grounded, and empirically supported model for supporting teacher learning in data use inquiry. This research contributes to the literature on instructional data use and provides practical guidance for developing sustainable, collaborative PD initiatives.