De-identified Dataset for Objective TPACK Knowledge and Self-Rated Confidence among Nigerian Educators: Evidence of Knowledge-Confidence Calibration Gaps

Description

This data set contains de-identified quantitative responses from 261 Nigerian teachers on their readiness for technology integration. Data included measures of institutional technology exposure, objective knowledge of the Technological Pedagogical Content Knowledge (TPACK) framework, technological self-efficacy, technology implementation orientation, self-rated TPACK confidence, and selected demographic/contextual characteristics (e.g., age, educational qualification, teaching experience, and school location). The dataset was used to identify profiles of technology integration readiness of Nigerian educators using model-based person-centred analysis and to explore differences in self-rated TPACK confidence and demographic/contextual characteristics across identified profiles. The data contains a codebook that describes the variables and coding structure. The Python script makes reproducible the analyses presented in the manuscript.

Steps to reproduce

The dataset shared contains de-identified quantitative data used to investigate technology integration readiness profiles among Nigerian educators. The data set should be used in conjunction with the accompanying codebook which describes the variables, coding structure, profile indicators, auxiliary variables and demographic/contextual variables. The codebook should be reviewed and the Python script should be run on the de-identified dataset for the analysis to be reproducible. The Python script reads the dataset, calculates the relevant composite variables, standardises the profile indicators, estimates the model-based profile solutions, creates descriptive statistics, conducts profile comparisons, and creates the tables and figures reported in the manuscript. The output file of the analysis contains the statistical tables that were produced for checking and comparison. The script can be used by users for replication, secondary analysis, methodological training, or comparative studies of technology integration readiness with the correct citation of data and for academic purposes only.

Institutions

• University of Johannesburg

  Gauteng, Johannesburg

Categories

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