This study evaluated the components of the theory of planned behavior as related to teachers' intentions to use data-informed decision-making (DIDM) when evaluating both student progress and their own instructional practices. Analysis was also conducted to determine if there is any difference in data use between special education/intervention teachers and regular education teachers. Demographical and incidental variables were analyzed to help identify both hindering and supportive factors for using DIDM. Teachers from urban, suburban, and rural districts were surveyed for their beliefs, attitudes, intentions, and practices as related to data collection and use. Descriptive statistics, correlations, regression modeling, and mediator effects were reported. The results of the study indicate that teachers' attitudes were the greatest predictor of intentions. Demographical and incidental variable analysis indicated that professional development, instrumentation, administration, and adequate time were supportive factors while length of teaching experience (0-5 years) and data coaches were a hindrance to effective data use practices. Finer points of the analysis depend on the location of the schools. The results of the study can be useful to building administrators as they endeavor to build a culture of data use in their buildings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]