Determining the Effect of Data-Driven Decision-Making Training on the Transformation of Teacher Decisions for At-Risk Students

This study examines the effects of the Data-Driven Decision-Making Teacher Training Program (DDDM-TTP), designed to enhance the quality of classroom teachers’ decisions regarding students at risk during the pre-referral process. The research employed a single-group pretest–posttest design. Before and after the implementation of the teacher training program, individual interviews were conducted with the participating teachers. In addition to these interviews, classroom observations were carried out, and teachers were asked to complete the educational assessment request form. The data were analyzed using content analysis, one of the qualitative analysis methods. The findings revealed meaningful changes in the way teachers conducted the pre-referral process. Prior to the training, teachers’ decisions were largely based on intuition and limited observations; however, after the training, teachers began to collect data in a more systematic, planned, and multidimensional manner. They regularly documented indicators related to attention, engagement, performance, and learning processes, and justified their decisions more reliably. Analysis of the educational assessment forms showed that teachers provided more detailed, observation-based explanations in terms of content, clarity, and alignment with student needs. Moreover, one teacher reconsidered the decision to refer a student to the Guidance and Research Center (GRC) and instead concluded that classroom-based interventions were sufficient after the training. Social validity findings indicated that both classroom teachers and school counselors found the program applicable, informative, and supportive of their professional development. In conclusion, DDDM-TTP contributed to teachers’ ability to conduct the pre-referral process more consciously, data-based, and professionally, thereby significantly improving the quality of their evaluation and decision-making practices.