USING THE RESULTS OF EDUCATIONAL MONITORING IN TEACHING PRACTICE: THE ROLE OF TEACHERS’ EXPERIENCE AND BELIEFS
DOI:
https://doi.org/10.28925/2412-0774.2026.1.9Keywords:
communication of monitoring results, effectiveness of monitoring, interpretation of educational data, monitoring studies, quality of education, realism of results, teachers' beliefs, use of monitoring results.Abstract
The article discusses the issue of the disparity between the collection of educational measurement data and its application in the educational process to enhance quality. The purpose of the study is to conduct an empirical analysis of the associations between teachers' experience of participating in monitoring studies, their cognitive evaluation of the realism and effectiveness of these studies' results, and their beliefs regarding the possibility of using them in their individual pedagogical practice. The methodological basis of the research consists of the results of a nationwide online survey of 15,446 teachers at general secondary schools. Data analysis was performed using inferential statistics tools, specifically Pearson's correlation analysis, the χ² test, the independent samples t-test, and multiple regression analysis. It was found that teachers' perception that monitoring results adequately reflect students' actual academic achievements is statistically associated with higher assessments of the prevalence of using these results in teaching activities. It is demonstrated that for each one-unit increase in the score reflecting the realism of the results, the evaluation of how frequently these results are used in pedagogical practice increases by an average of 0.242 points. Higher assessments of the use of results at the individual level are also associated with positive evaluations of the effectiveness of educational monitoring studies in improving the quality of education. At the same time, the research results indicate that the mere fact of a teacher's participation in monitoring studies, despite a statistically significant negative relationship with beliefs about the use of results (β = –0.137, p < .001), is not a sufficient condition for implementing them in pedagogical practice (explanatory power = 3.2%). Associative links were identified, indicating the potential role of trust in educational research results as an important factor associated with educators' readiness to consider monitoring data as a resource for supporting professional activity and improving educational practice in general, which is a factor in enhancing approaches to disseminating and implementing the results of monitoring studies into the educational practice of Ukraine.
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