Teachers' decision-making: Data based or intuition driven?

Teachers' decisions have an impact on pupils' educational trajectories, yet we know little about their decision-making. This study explored how teachers use data and intuition in the decision process in the case of grade retention. Semi-structured interviews were conducted with 17 primary teachers in Belgium. Results show that teachers use little data that are purposively collected to inform decision-making. Intuitive expertise appeared to be the most important bases of teachers' decisions. These findings stress the need for more insight in teachers' decision-making in general, and in teachers' intuition more specific. Only a full understanding of intuition and its impact on decision-making can help strengthen the positive contribution of expertise while also preventing severe bias.