This paper deals with teacher-driven learning analytics in primary and secondary education. First, it examines the transformation of the teachers’ role in relation to learning analytics and provides evidence suggesting an approach where affinity groups of teachers, systematically analyse and gauge their efforts in relation to student’s performance. Second, it presents results of research, currently in progress, concerning the implementation of teacher-driven learning analytics in educational settings (here in Danish schools). It focuses, among other things, on students’ self-efficacy as a parameter to be analysed together with their academic performance. The notion of self-efficacy refers to students’ beliefs about their capabilities to solve given tasks and problems and the paper provides evidence suggesting that perceived self-efficacy is an indisputably important factor to analyse.