Teacher Professional Development Survey Data from Rural China

1,298 teachers from rural schools in the Chengdu-Chongqing region and Sichuan Province universities participated in a survey on professional development. The data supports structural equation modeling analysis of relationships between Community of Inquiry framework dimensions, learning motivation, self-efficacy, and development outcomes. It is a small dataset at 14.6 KB, stored in a DOCX file.

Use Cases

• Analyze the mediating role of learning motivation and self-efficacy between cognitive presence and professional development outcomes.
• Examine the predictive relationships between teaching presence, social presence, and cognitive presence using structural equation modeling.
• Investigate the differential effects of teaching presence and social presence on learning motivation and self-efficacy among teachers.

Strengths

• Survey data from 1,298 teachers provides a substantive sample for analysis.
• Data is specifically collected from rural schools in the Chengdu-Chongqing region and universities in Sichuan Province, offering geographic focus.
• The dataset is licensed under CC BY 4.0, allowing for open sharing and reuse.

Limitations

• The dataset is very small at 14.6 KB, indicating limited scope and likely containing only summary or processed results, not raw survey responses.
• Data is confined to a specific geographic region in China, limiting generalizability to other educational contexts.
• The underlying raw data, column structure, and sample data are unavailable, restricting detailed re-analysis.

Provenance

Source

figshare, authored by Mingzhang Zuo.

Collection Method

Data collected via survey from teachers participating in professional training.

Freshness

Last updated March 24, 2026.

Geography

Rural schools in the Chengdu-Chongqing region and universities in Sichuan Province, China.