Elementary School Teacher Online Teaching Configurations Survey

Survey data from 171 elementary school teachers on six dimensions of online teaching effectiveness, collected via a questionnaire. The data is analyzed using fuzzy-set qualitative comparative analysis (fsQCA) to identify causal configurations. It was created by Xiaofang Ma and focuses on teacher acceptance and TPACK as central conditions.

Use Cases

• Apply fsQCA to identify configurations of teacher acceptance, TPACK, and student autonomous learning that lead to high online teaching effectiveness.
• Analyze the relationship between teacher-student interaction, course design, and technological support variables to model effective online teaching.
• Model the central role of teachers' Technological Pedagogical Content Knowledge (TPACK) across different combinations of the six survey dimensions.

Strengths

• Data from 171 elementary school teacher respondents provides a specific sample size.
• Captures six defined analytical dimensions: teacher acceptance, TPACK, student autonomous learning, teacher-student interaction, course design, and technological support.
• Analysis uses fuzzy-set qualitative comparative analysis (fsQCA), a method for studying complex causal relationships.

Limitations

• Small sample size of 171 teachers limits statistical power and generalizability.
• Data scope is limited to elementary school teachers, not representing other educational levels.
• Temporal context is the COVID-19 pandemic, which may not reflect current or future teaching conditions.

Provenance

Source

Xiaofang Ma via figshare.

Collection Method

Administered via a comprehensive questionnaire to elementary school teachers.

Time Range

Data collection period not specified, but study context is the COVID-19 pandemic.

Freshness

Last updated March 2026, indicating recent maintenance.

Geography

Geographic coverage of the teacher sample is not specified.