This article investigated the affective qualities of the datafication of education on teachers’ work and learning. Empirically, the research utilises interview data with experienced teachers from Queensland, Australia, to elaborate the affective qualities of increased policy attention to different forms of numeric targets, and associated data. The research reveals the increased datafication of education has led to significant pressure upon teachers to ensure enhanced results, even as there is also some evidence of more positive and productive engagement with data. The research cautions against the erosive emotive effects of the push for enhanced data as a proxy for learning.
