Beyond the Numbers: K-12 Teachers’ Experiences, Beliefs, and Challenges in Developing Data Literacy

As schools increasingly adopt data-informed practices, the importance of teacher data literacy has grown significantly. However, little is known about how teachers in Singapore understand and experience data use in their daily work. This qualitative study explores the beliefs, challenges, and professional learning experiences of Ministry of Education teachers in Singapore. Semi-structured interviews were conducted with in-service teachers from diverse school settings, and data were analyzed using Braun and Clarke’s thematic analysis approach to ensure methodological rigor. Four key themes emerged: (1) teachers value data but differ in how they define and apply it; (2) professional learning opportunities are often fragmented or insufficiently targeted; (3) emotional and time-related tensions hinder sustained data use; and (4) teachers desire clearer structures and dedicated support roles for data work. The findings underscore the need for ongoing, contextualized support and highlight the importance of addressing both the cognitive and affective dimensions of teacher data literacy. The study offers implications for contextualized professional development and system-level reforms to better support data-informed teaching.