Elementary School Teacher Online Teaching Efficacy Survey Results, 171 Respondents

171 elementary school teachers responded to a questionnaire on six dimensions of online teaching effectiveness during the COVID-19 pandemic. The data was collected by Xiaofang Ma and analyzed using fuzzy-set qualitative comparative analysis (fsQCA). Findings reveal configurations where teacher acceptance and Technological Pedagogical Content Knowledge (TPACK) are central to improving online teaching efficacy.

Use Cases

• Identify causal configurations for effective online teaching based on the six measured dimensions.
• Analyze the role of teacher acceptance and TPACK in online teaching efficacy.
• Model complex causal relationships in educational outcomes using fsQCA methodology.
• Study the impact of technological support and course design on teacher effectiveness.

Strengths

• Survey covers six key dimensions of online teaching, including TPACK and student interaction.
• Data is licensed under CC-BY-4.0, allowing for reuse and redistribution.
• Analysis employs fsQCA, a method suited for exploring complex causal configurations.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• The dataset is very small at 5.5 KB, indicating limited scope.

Provenance

Source

Xiaofang Ma via figshare.

Collection Method

Administered a comprehensive questionnaire to 171 elementary school teachers.

Time Range

Likely collected during the COVID-19 pandemic, but specific dates are not provided.

Freshness

Last updated 2026-03-23 17:30:48; freshness should be verified.

Geography

Geography is not specified; likely focused on a specific region or country.