Elementary Teacher Online Teaching Efficacy Survey Data

171 elementary school teachers responded to a questionnaire assessing online teaching efficacy during the COVID-19 pandemic. The data captures six key dimensions, including teacher acceptance and Technological Pedagogical Content Knowledge (TPACK). It was collected for a fuzzy-set qualitative comparative analysis (fsQCA) study by Xiaofang Ma.

Use Cases

• Apply fsQCA to identify causal configurations for high online teaching efficacy using the six key dimensions as conditions.
• Analyze the relationship between teachers' Technological Pedagogical Content Knowledge (TPACK) and their acceptance of online teaching.
• Model the influence of student autonomous learning and teacher-student interaction on perceived online teaching effectiveness.
• Examine how course design and implementation interacts with technological support for teaching as per the questionnaire data.

Strengths

• Data from 171 elementary school teacher respondents provides a specific sample size.
• Questionnaire captures six defined dimensions of online teaching, including TPACK and teacher acceptance.
• Data is structured for fuzzy-set qualitative comparative analysis (fsQCA), a specific methodological approach.

Limitations

• Small sample size of 171 limits statistical power and generalizability of findings.
• Data scope is limited to elementary school teachers, not representing other educational levels.
• The 5.5 KB file size indicates a very small, likely aggregated dataset, not raw individual responses.

Provenance

Source

Xiaofang Ma via figshare.

Collection Method

Questionnaire administered to 171 elementary school teachers.

Time Range

Implied to be during the COVID-19 pandemic, but exact dates are null.

Freshness

Last updated March 2026, but data collection timeframe is not specified.

Geography

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