An Exploration of Teachers’ Digital Teaching Competence and Emotional Experience Regarding Data Driving Decision Making

The purpose of this study was to explore the relationship between teachers' digital teaching competence, the creation of a professional learning community, and teachers' emotional experience of data-driven decision making. A related questionnaire was developed to explore the influences on data-driven decision-making in the context of digital transformation of education. The data of this study were analyzed by using SPSS and AMOS software. A data-driven model of factors influencing teaching decision-making level was constructed for teachers using structural equation modeling to explain and predict the relationships among the variables. The results show that (1) teachers' digital teaching competence has a facilitating effect on teachers' decision making level; (2) emotional experience has the most significant facilitating effect on teachers' decision making level and influences teachers' decision making level through the partial mediation of digital teaching competence; (3) the creation of teachers' professional learning community is to a certain extent conducive to the improvement of teachers' decision making level . In view of this, this study identifies the value of the three influencing factors on teaching decision making, and provides a reference basis for improving teachers' teaching decision making and optimizing the effectiveness of teachers’ teaching and students’ learning.