| Sumario: | Background: Learning Analytics Dashboards (LADs) have the potential to support primary school teachers in data‐driven decision‐making, yet research indicates variability in teachers' competence. Existing studies often focus on teachers' attitudes towards data use rather than their specific skills in interpreting and applying LAD insights. Understanding these skills is crucial for designing professional development that enhances effective LAD use. Objectives: This study examines primary school teachers' competence in using LADs, focusing on their beliefs, skills and teaching behaviour regarding LAD use. Methods: Using a mixed‐methods approach, we surveyed 45 primary school teachers about their beliefs and teaching behaviour regarding LAD use. Individual, structured interviews were conducted to assess teachers' perception, interpretation and decision‐making skills across two distinct LADs. Results and Conclusions: While teachers generally express positive beliefs towards data use, their actual LAD skills and usage levels vary widely. Notably, more teaching experience and a higher perceived value of data use were associated with lower LAD engagement. These findings highlight the need for targeted professional development and further research into the factors that facilitate effective LAD use in primary education. Lay SummaryWhat is currently known about this topic? ○Learning Analytics Dashboards (LADs) can support teachers in data‐driven decision‐making.○Teachers vary in their ability to interpret and use LADs effectively.○Prior research focuses more on teachers' attitudes than on their actual LAD skills.○Teaching experience and perceptions of data use may influence LAD engagement.What does this paper add? ○Teachers show varying skills in LAD perception, interpretation, and decision‐making.○Most teachers focus on what they see, less on data interpretation or decisions○Perceived value of data use negatively links to LAD use frequency.○More teaching experience correlates with lower LAD use frequency.Implications for practice or policy ○Training should focus on improving teachers' interpretation and decision‐making skills.○LAD professional development should address teachers' varying levels of expertise.○School policies should support LAD integration into daily teaching practices.○Further research is needed on factors that enhance effective LAD use in schools.
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